Adaptive (63) Behavior (19)

Imitation (7) Approaches when a response is required

Object imitation Responds to teacher
Gross motor imitation Waits for instruction
Fine motor imitation Intermittent reinforcement
Oral motor imitation Works for social interaction
Multi-step imitation Flexible Thinking
Motor imitation with vocalization Cooperation with non-preferred task
Imitation without direct prompt Obsessive Questioning/Commenting
Perseverative Talk
Dressing (9) Attention seeking
Pants up and down Asks for help
Shoes on/off Function attention
Socks on/off Function avoidance
Shirt on/off Function escape
Pants on/off Function access/tangible
Coat on/off Accepts "no"
Zip/unzip Perseverance
Buttons/snaps/buckles Peer conflict self-regulation
Tie shoes Impulse control

Eating (8)
Finger foods
Drink from a straw
Drink from cup
Feed self with a spoon and fork
Pour liquid into a cup
Take prepared food to table
Clean up table after eating

Keep eating areas clean

Grooming (4)

Wash hands

Comb or brush hair

Brush teeth
Blow nose when needed

Toileting (10)
Urinate in toilet
Remain dry on a schedule
Independently use restroom for urination
Requests to use toilet when needed
Wipe self after urinating (females)
Defecate in toilet
Remain clean (BM) on a schedule
Wipe self after bowel movement
Independently use restroom for BM
Use restroom without assistance

Classroom Routines (10)

Follows daily routines (backpack, etc.)
Works independently on non-academic
activities
Waits appropriately during transitions
Physically transitions to next area or activity

Waits turn to do activities (wash hands, etc.)

Gets in line on request

Works independently on academic activities

Gets and returns own materials
Cleans Up Small Area
Completes/brings work to teacher/puts away
materials

Group Instruction (8)

Sits in group without behavior
Attends in group
Follows group instruction to do something

Follows group instruction w/ discrimination

Raises hand to volunteer
Raises hand to answer a question
Raises hand and answers a question
Takes turns during instruction
Misc. Classroom Skills (2)
Scissors
Gluing / pasting

Task Completion (5)

Initiate task
Ask for help
Initiate OR ask for help
Stay on task
Complete task
Cognitive (65) Language (128)
Visual Skills (10) Requesting (15)
Single-pieces puzzle Core Board
Match object to object Requests with, "What do you want?"
Match picture to picture Spontaneous request reinforcers
Completes block design from picture Requests missing item
Jigsaw puzzle Requests with yes/no
Match associated pictures Requests with sentence
Sort by feature, function, or class Requests help
Extend a pattern Requests attention
Copy block design Requests cessation
Sequence pictures Requests with adjectives
Requests with prepositions
Reading (21) Requests information with question
Match Letters Requests using adverbs
Receptive Letters Requests using pronouns
Labels letters Spontaneous requests
Receptive sounds of letters
Labels sounds of letters Receptive Language (30)
Match words to pictures Responds to name

Match words to words Engages in preferred activity in context

Matches letters in words Engages in preferred activity out of context
Names letters in words reading left to right Follows routine direction
Receptive written first name Gives object
First letter sounds of words Completes motor action
Fill in missing letter of words Receptive nouns OBJECTS
Read functional words Receptive nouns PICTURES
Read sight words Receptive body parts
Decode words Receptive clothing

Read small groups of words from left to right Receptive adjectives

Read simple sentences Selects item according to another person's gaze

Fills in missing words Go to a person and gets/give an object
Reads and follows simple instructions to do
actions Demonstrates correct action with object
Reads and follows simple instructions on
worksheets Demonstrates pretend action
Reads passages & answer comprehension
questions Receptive actions
 Receptive associated pictures
Writing / Spelling (14) Receptive function
Mark on paper Receptive parts of objects
Color small area Receptive feature
Trace lines and shapes Receptive class
Trace letters and numbers Receptive community helpers
Copy lines and shapes Receptive "all" examples
Copy letters and numbers Multiple characteristics
Print letters and numbers Receptive prepositions
Match letters to word card Receptive pronouns
Fill in missing letter of words Receptive emotions
Copy words Same and different
Writes in missing letters Non-examples
Spells vocally Social scenarios
Spells words by writing
Spells own name Labeling (33)

Labels reinforcers
Math (20) Labels objects
Match Colors Labels pictures

Receptive Colors Labels familiar people

Names Colors Labels body parts

Match Shapes Labels clothing

Receptive Shapes Labels actions
Names Shapes Labels using carrier phrases

Rote counting Labels features of objects

Count given objects Labels when told feature
Count out objects from a larger set Labels when told function
Receptive Numeral Labels with function
Names numerals in sequence Labels when told class
Names numbers Labels class

Match number with same number of objects Labels adjectives

Math terms more/less, some/all/none/zero Labels with noun-adjective
Picture addition Labels associated pictures
Picture subtraction Labels 2 items w/ carrier phrase
Match number to objects and vice versa Labels with noun-verb
Add items to specified quantity Labels with yes/no
Math terms same/different Labels by discriminating ?
Math terms "greater than/less than/equal" Labels what's missing/wrong
Labels exclusion
Labels community helpers
Labels prepositions
Labels pronouns
Labels a scene
Labels parts of a scene
Labels adverbs
Labels emotions
Labels state of being
Labels social interaction
Spontaneous labeling

Vocal Imitation (10)

Imitation initial sounds of words
CV/VC imitation
CVCV imitation
CVC imitation
Consonant blends imitation
Phrase imitation
Numbers imitation
Repeats a short phrase to another person
Spontaneous vocal imitation of words
Spontaneous vocal imitation of phrases

Intraverbals (40)
Fill words from songs
Fill in blanks for fun activities
Animal sounds
Personal questions
Fill in blanks for common activities
Associations
Fill in item (given function)
Fill in function (given item)

Answers "What" questions regarding functions

Fill in item (given class)
Names multiple items in a class
Fill in class (given item)
Names class (given 2 items)
Names item when told feature, function, class
Fill in feature (given item)
Fill in item (given feature)
Answers "What" questions about items found
somewhere
Answers "Where" questions about items found
somewhere
Answers "What" questions about activities
Answers "Where" questions activities done at
home / school
Answers "Who/Whose"
Answers "When"
Answers "Which"
Answers "How"
Answers "Why"
Discrimination of Wh- questions
Name something previous done/observed
Describes steps in an activity
Name activity when told steps
With visual display, makes related statements
(not naming)
Answers with yes/no
Answers "some" with 2 descriptions
Describes item
Describes steps before/after
Answers questions about upcoming/past
events
Maintains conversation
Answers questions about current events
Answers questions with multiple responses in
group discussions
Tells story
Spontaneous conversation
Social Emotional (36)
Play (13)
Allows others to touch toys
Independent outdoor activities
Independent indoor activities
Plays with toys as designed
Independent play with verbal behavior
Plays with toys related to a theme
Plays interactively with peers
Sociodramatic play
Plays with toys AND talked with peers
Plays simple ball game
Coordinated play with peer
Interactive motor game
Board game

Social Interactions (23)

Appropriate near peer
Shows interest in others
Looks at others to start/continue interaction
Physically approaches others for social
interaction
Imitates peers
Returns greetings
Responds to approaches from others
Shares (gives and receives item)
Active attention seeking
Labels items for others
Initiates greetings
Joins peers in activity

Adjusts behavior according to peers' behavior

States what others like/dislike

Delivers message

Waits for break in conversation to interrupt

Holds conversation

Asks for information

Gets attention of another before delivering
information
Hypothetical social scenarios
Peer conflict debrief
Cooperative drawing debrief
Non-preferred activity
 You can find the program
Category Subcategory Goal and materials here:

When given “Do this” and objects with a model, STUDENT will imitate a motor action using an item/object within 3 seconds improving
imitation skills from BASELINE to at least 10 actions with at least 2 different actions for each object across three consecutive data days as
Imitation Object imitation measured by staff observation, daily tasks, and data records. STUDENT will imitate at least 10 different actions (including novel actions). Object Imitation Program

When given “Do this” and a model of a gross motor movement (e.g., clap hands, stomp feet, jump), STUDENT will imitate a gross motor
movement within 3 seconds improving imitation skills from BASELINE to 4 out of 5 consecutive opportunities on three consecutive data
days as measured by staff observation, daily tasks, and data records. STUDENT will imitate at least 10 different actions (including novel
Imitation Gross motor imitation actions). Gross Motor Imitation Program

When given “Do this” and a model of a fine motor movement (e.g., tap fingers, open/close hands, touch nose), STUDENT will imitate a
fine motor movement within 3 seconds improving imitation skills from BASELINE to 4 out of 5 consecutive opportunities on three
consecutive data days as measured by staff observation, daily tasks, and data records. STUDENT will imitate at least 10 different actions
Imitation Fine motor imitation (including novel actions). Fine Motor Imitation Program

When given “Do this” and a model of an oral motor movement (e.g., pucker, tongue out, open/close mouth), STUDENT will imitate an
oral motor movement within 3 seconds improving imitation skills from BASELINE to 4 out of 5 consecutive opportunities on three
consecutive data days as measured by staff observation, daily tasks, and data records. STUDENT will imitate at least 10 different actions
Imitation Oral motor imitation (including novel actions). Oral Motor Imitation Program

When given “Do this” followed by a model of a sequence of actions, STUDENT will imitate a sequence of motor activities improving
imitation skills from BASELINE to at least 10 sequences of two actions including some novel sequences in 4 out of 5 consecutive
Imitation Multi-step imitation opportunities across three consecutive data days as measured by staff observation, daily tasks, and data records. Multi-step Imitation Program

When given "Do this" and shown a demonstration that combines an action and a vocalization (e.g., waving arms while saying, “swish
swish”), STUDENT will imitate a motor movement along with a corresponding vocalization improving imitation skills from BASELINE to
Motor imitation with imitating up to three repetitions of at least 4 different motor and vocal response combinations without prompts in 4 out of 5
Imitation vocalization consecutive opportunities on three consecutive data days as measured by staff observation, daily tasks, and data records. Motor Imitation with Vocalization

When given an environmental cue to imitate (e.g., during group instruction or play), STUDENT will imitate gross motor actions modeled
Imitation without by an individual without being told to imitate each action improving imitation skills from BASELINE to at least 10 actions including some
Imitation direct prompt novel actions in a 2-hour session on three consecutive data days as measured by staff observation, daily tasks, and data records.

When given a verbal or environmental cue to “pull pants up/down,” STUDENT will complete the routine without assistance improving
dressing skills from BASELINE to both on and off in 4 out of 5 consecutive opportunities across three consecutive data days as measured
Dressing Pants up and down by staff observation, daily tasks, and data records.

When given a verbal or environmental cue to “take shoes on/off,” STUDENT will complete entire shoe routine (tying laces not required)
without assistance improving dressing skills from BASELINE to both on and off in 4 out of 5 consecutive opportunities on three
Dressing Shoes on/off consecutive data days as measured by staff observation, daily tasks, and data records.

When given a verbal or environmental cue to “put on/take off socks,” STUDENT will complete the routine without assistance improving
dressing skills from BASELINE to both on and off in 4 out of 5 consecutive opportunities across three consecutive data days as measured
Dressing Socks on/off by staff observation, daily tasks, and data records.

When given a verbal or environmental cue to “put on/remove shirt,” STUDENT will complete the routine without assistance improving
dressing skills from BASELINE to both on and off in 4 out of 5 consecutive opportunities across three consecutive data days as measured
Dressing Shirt on/off by staff observation, daily tasks, and data records.

When given a verbal or environmental cue to “put on/take off pants (zipping/fastening not required),” STUDENT will complete the
routine without assistance improving dressing skills from BASELINE to both on and off in 4 out of 5 consecutive opportunities across
Dressing Pants on/off three consecutive data days as measured by staff observation, daily tasks, and data records.

When given a verbal or environmental cue to “put on/take off coat (zipping/fastening not required),” STUDENT will complete the routine
without assistance improving dressing skills from BASELINE to both on and off in 4 out of 5 consecutive opportunities across three
Dressing Coat on/off consecutive data days as measured by staff observation, daily tasks, and data records.

When given a verbal or environmental cue to “zip/unzip,” STUDENT will zip/unzip the zipper without assistance improving dressing skills
from BASELINE to zipping/unzipping an article of clothing, backpack, or similar item in 4 out of 5 consecutive opportunities across three
Dressing Zip/unzip consecutive data days as measured by staff observation, daily tasks, and data records.

When given a verbal or environmental cue to button/snap/buckle, STUDENT will complete on clothing without assistance improving
dressing skills from BASELINE to buttoning/snapping/buckling on own clothing in 4 out of 5 consecutive opportunities across three
Dressing Buttons/snaps/buckles consecutive data days as measured by staff observation, daily tasks, and data records.

When given a verbal or environmental cue to tie shoes, STUDENT will complete the routine without assistance improving dressing skills
from BASELINE to 4 out of 5 consecutive opportunities across three consecutive data days as measured by staff observation, daily tasks,
Dressing Tie shoes and data records.

When given finger foods (e.g., french fries, chicken nuggets), STUDENT will eat independently improving eating skills from BASELINE to at
Eating Finger foods least 5 bites during a meal on three consecutive data days as measured by staff observation, daily tasks, and data records.
When given a drink with a straw, STUDENT will drink from the straw independently improving eating skills from BASELINE to at least 5
Eating Drink from a straw drinks at a time on three consecutive data days as measured by staff observation, daily tasks, and data records.

When given an open-mouth cup, STUDENT will drink from the cup independently without spilling improving eating skills from BASELINE
Eating Drink from cup to at least 5 times a day on three consecutive data days as measured by staff observation, daily tasks, and data records.

Feed self with a spoon When given cut-up food and a utensil, STUDENT will feed self with a spoon and fork independently improving eating skills from
Eating and fork BASELINE to at least 5 bites at a meal on three consecutive data days as measured by staff observation, daily tasks, and data records.

When given liquid in a small pitcher, STUDENT will pour liquid without spilling independently improving eating skills from BASELINE to at
Eating Pour liquid into a cup least 3 times at a meal on three consecutive data days as measured by staff observation, daily tasks, and data records.

Take prepared food to When given lunch and an environmental or verbal cue to take it to the table, STUDENT will take it to the table independently improving
Eating table eating skills from BASELINE to each meal on three consecutive data days as measured by staff observation, daily tasks, and data records.

When given the end of a meal and an environmental or verbal cue to clean up, STUDENT will clean up his or her area independently
Clean up table after improving eating skills from BASELINE to each meal on three consecutive data days as measured by staff observation, daily tasks, and
Eating eating data records.
When given meal time, STUDENT will keep the immediate eating area clean while eating improving eating skills from BASELINE to each
Eating Keep eating areas clean meal on three consecutive data days as measured by staff observation, daily tasks, and data records.

When given a verbal or environmental cue to “wash hands,” STUDENT will complete entire hand washing routine without assistance
improving grooming skills from BASELINE to 4 out of 5 consecutive opportunities across three consecutive data days as measured by
Grooming Wash hands staff observation, daily tasks, and data records.

When given a verbal or environmental cue to “comb/brush hair,” STUDENT will comb or brush hair without assistance improving
grooming skills from BASELINE to 4 out of 5 consecutive opportunities across three consecutive data days as measured by staff
Grooming Comb or brush hair observation, daily tasks, and data records.

When given an opportunity to brush teeth, STUDENT will complete the steps independently improving grooming skills from BASELINE to
Grooming Brush teeth 4 out of 5 consecutive opportunities across five consecutive data days as measured by staff observation, daily tasks, and data records.

When given a verbal or environmental cue to “blow nose,” STUDENT will complete the routine to blow own nose without assistance
Blow nose when improving grooming skills from BASELINE to 4 out of 5 consecutive opportunities across three consecutive data days as measured by
Grooming needed staff observation, daily tasks, and data records.
 When given a verbal or environmental cue to “go potty” (or equivalent language), STUDENT will urinate in the toilet without assistance
improving toileting skills from BASELINE to 2 or more times a day on three consecutive data days as measured by staff observation, daily
Toileting Urinate in toilet tasks, and data records.

When given a total day from wake up to go to bed, STUDENT will remain dry (urine) if taken to the bathroom on a regular basis (at least
Remain dry (urine) on a once an hour) improving toileting skills from BASELINE to 14 consecutive data days as measured by staff observation, daily tasks, and
Toileting toileting schedule data records.

Independently use
familiar restroom for When given need or prompt to use a familiar restroom, STUDENT will independently use the bathroom for urination improving toileting
Toileting urination skills from BASELINE to 5 consecutive data days as measured by staff observation, daily tasks, and data records.

When given an internal need to use the bathroom, STUDENT will independently request to use the toilet as needed both in familiar
Requests to use toilet settings and in public improving toileting skills from BASELINE to at least 3 times on 5 consecutive data days as measured by staff
Toileting when needed observation, daily tasks, and data records.
Wipe self after When given the end of urination, STUDENT will independently wipe self after urinating improving toileting skills from BASELINE to at
Toileting urinating (females) least 3 times on 5 consecutive data days as measured by staff observation, daily tasks, and data records.
When given an internal need to defecate, STUDENT will have bowel movements in the toilet improving toileting skills from BASELINE to
Toileting Defecate in toilet at least twice a week as measured by staff observation, daily tasks, and data records.

Remain clean (bowel When given a total day from wake up to go to bed, STUDENT will remain clean (bowel movement) if taken to the bathroom on a regular
movement) on a basis (at least every other hour until BM achieved) improving toileting skills from BASELINE to no more than 2 soiled pants per week
Toileting toileting schedule (home and school) as measured by staff observation, daily tasks, and data records.

Wipe self after bowel When given the end of defecation, STUDENT will independently wipe self until the toilet paper is clean after a bowel movement
Toileting movement improving toileting skills from BASELINE to at least 3 times a week as measured by staff observation, daily tasks, and data records.

Independently use
familiar restroom for When given an internal need use a familiar restroom, STUDENT will independently use the bathroom for a bowel movement improving
Toileting bowel movements toileting skills from BASELINE to 5 consecutive data days as measured by staff observation, daily tasks, and data records.

When given an internal need to use the restroom, STUDENT will independently use the bathroom and complete the entire routine
Use restroom without independently improving toileting skills from BASELINE to 5 consecutive data days as measured by staff observation, daily tasks, and
Toileting assistance data records.

When given a verbal or environmental cue to do a school daily routine, STUDENT will complete the routine improving following routines
Follows daily routines from BASELINE to independently following a 5-step routine with no more than 1 verbal prompt across 3 consecutive data days as
Follows Classroom Routine (backpack, etc.) measured by staff observation, daily tasks, and data records. STUDENT will also be able to follow at least 5 different daily routines.

Works independently When given a non-educational or leisure-type activity, STUDENT will work independently on that task without engaging in behaviors that
on non-academic disrupt learning improving task completion from BASELINE to working at least 20 minutes on a task twice a day across 5 consecutive
Follows Classroom Routine activities data days as measured by staff observation, daily tasks, and data records.

When given an upcoming transition, STUDENT will wait until signaled to transition improving waiting from BASELINE to 2 minutes
Waits appropriately without prompts in 4 out of 5 consecutive opportunities on three consecutive data days as measured by staff observation, daily tasks,
Follows Classroom Routine during transitions and data records.

When given an identified transition, STUDENT will transition independently without maladaptive behaviors improving transitions from
Physically transitions to BASELINE to independently in 4 out of 5 consecutive opportunities on three consecutive data days as measured by staff observation,
Follows Classroom Routine next area or activity daily tasks, and data records.

When given a group activity that requires waiting (e.g., waiting in line, waiting for materials), STUDENT will wait with body in the group
Waits turn to do and without maladaptive behaviors for their turn improving classroom routines from BASELINE to waiting independently for at least 2
activities (wash hands, minutes in 4 out of 5 consecutive opportunities across 3 data collection days as measured by staff observation, daily tasks, and data
Follows Classroom Routine etc.) records.

When given an instruction to form a line and wait, STUDENT will line up and wait with body in the group and without maladaptive
behaviors for their turn improving classroom routines from BASELINE to lining up independently in 4 out of 5 consecutive opportunities
Follows Classroom Routine Gets in line on request across 3 data collection days as measured by staff observation, daily tasks, and data records.

When given assigned academic task, STUDENT will work on task improving work production from BASELINE to independently and
Works independently without non-compliant behavior for at least 20 minutes in 4 out of 5 consecutive opportunities on three consecutive data days as
Follows Classroom Routine on academic activities measured by staff observation, daily tasks, and data records.

When given a verbal or environmental cue to begin/end a task in the classroom, STUDENT will get and/or return their own educational
Gets and returns own materials without adult prompt improving following classroom routines from BASELINE to 4 out of 5 consecutive opportunities on three
Follows Classroom Routine materials consecutive data days as measured by staff observation, daily tasks, and data records.

When given a verbal or environmental cue to clean up, STUDENT will up a small area (up to 10 square feet) without adult prompt
improving following classroom routines from BASELINE to 4 out of 5 consecutive opportunities on three consecutive data days as
Follows Classroom Routine Cleans Up Small Area measured by staff observation, daily tasks, and data records.

Completes a task and When given an instruction to complete a task and bring the work to the teacher or put materials away, STUDENT will follow the
brings work to teacher instructions improving classroom routines from BASELINE to completing the task independently in 4 out of 5 consecutive opportunities
Follows Classroom Routine or puts away materials across 3 data collection days as measured by staff observation, daily tasks, and data records.
Sits in group without When given group instruction, STUDENT will sit without engaging in disruptive behaviors improving group instruction from BASELINE to
Group Instruction maladaptive behavior 15 minutes on 3 consecutive data collection days as measured by staff observation, daily tasks, and data records.

When given a group teaching situation and a response or behavior to attend to, STUDENT will use whole body listening (i.e., eyes on
speaker or task, raise hand before speaking or talking out, hands to self or on task, body calm and on task) without disruptive behavior
Attends in group (e.g., improving group instruction from BASELINE to, in a group of at least 4, attending at least 75% of the time of a 15-minute group on 3
Group Instruction Whole Body Listening) consecutive data collection days as measured by staff observation, daily tasks, and data records.

Follows group When given a group instruction (e.g., everybody put your hands on your head), STUDENT will follow the instruction within 3 seconds
instruction to do improving group instruction from BASELINE to a group of at least 4, responding at the same time as others 4 out of 5 opportunities on 3
Group Instruction something consecutive data collection days as measured by staff observation, daily tasks, and data records.

Follows group When given a group instruction that requires a discrimination (e.g., if you have a green shirt, stand up), STUDENT will follow the
instruction with instruction within 3 seconds improving group instruction from BASELINE to, in a group of at least 4, responding at the same time as
Group Instruction discrimination others 4 out of 5 opportunities on 3 consecutive data collection days as measured by staff observation, daily tasks, and data records.

When given a group of at last 8 students and a teacher direction to do something (e.g., Who would like to pick the next song), STUDENT
Raises hand to will raise hand, wait to be called on, and participate improving group instruction from BASELINE to raising hand and participate with a
Group Instruction volunteer discrimination task 4 out of 5 consecutive opportunities as measured by staff observation, daily tasks, and data records.

Raises hand to answer

a question (only raising When given a group setting and a simple question (e.g., "Who came to school on a bus?"), STUDENT will raise hand to answer the
hand answers question improving group instruction from BASELINE to 4 out of 5 consecutive opportunities across three consecutive data days as
Group Instruction question) measured by staff observation, daily tasks, and data records.

When given a group of at least 4 and a teacher direction where responses are required, STUDENT will raise hand, wait to be called on,
Raises hand and and give an answer about items or information that are not present improving group instruction from BASELINE to 4 out of 5
Group Instruction answers a question consecutive opportunities across three consecutive data days as measured by staff observation, daily tasks, and data records.

When given a group instruction that requires turn taking, STUDENT will take their turn within 3 seconds and wait appropriately for their
Takes turns during next turn improving group instruction from BASELINE to 4 out of 5 consecutive opportunities without prompts across 3 consecutive data
Group Instruction instruction collection days as measured by staff observation, daily tasks, and data records.
 When given scissors and paper with a straight-line object, STUDENT will cut down the paper and then across the paper to roughly cut
out the shape improving classroom skills from BASELINE to 4 out of 5 opportunities across three data collection days as measured by
Classroom Skills Scissors staff observation, daily tasks, and data records.

When given a glue stick and paper with something to glue on, STUDENT will take top off, glue on paper, put paper piece together, and
put top back on independently improving classroom skills from BASELINE to 4 out of 5 opportunities across three data collection days as
Classroom Skills Gluing measured by staff observation, daily tasks, and data records.

When given an academic task at the instructional level and positive behavior supports, STUDENT will initiate the task within 1 minute
with no more than 1 prompt improving task initiation from BASELINE to 9 out of 10 work opportunities across 5 data days as measured
Task Completion Initiate task by staff observation, daily tasks, and data records.

When given an academic task at the frustration level and positive behavior supports, STUDENT will ask for help to get the work started
or modified with no more than 1 prompt and then begin the work improving task initiation from BASELINE to 9 out of 10 work
Task Completion Ask for help opportunities across 5 data days as measured by staff observation, daily tasks, and data records.

When given an academic task at the instructional level and positive behavior supports, STUDENT will either 1) initiate the task within 1
minute with no more than 1 prompt or 2) ask for help to get the work started or modified with no more than 1 prompt and then begin
the work improving task initiation from BASELINE to 9 out of 10 work opportunities across 5 data days as measured by staff observation,
daily tasks, and data records. STUDENT will also decrease work refusal behaviors (defined as verbal refusal, arguing, passive non-
Task Completion Initiate OR ask for help compliance, blurting, or eloping) from BASELINE to no more than once a day, lasting no more than 2 minutes, 5 consecutive data days.

When given an academic task at the mastery level and positive behavior supports, STUDENT will stay on task with no more than average
of 1 prompt per 5 minutes improving staying on task from BASELINE to staying on task a duration of 15 minutes in 4 out of 5 work
Task Completion Stay on task opportunities across 3 data days as measured by staff observation, daily tasks, and data records.

When given an academic task at the instructional level and positive behavior supports and clear instructions on how to complete it,
STUDENT will begin, work on, and complete the task with no more than 1 prompt improving task completion from BASELINE to 4 out of
Task Completion Complete task 5 work opportunities across 3 data days as measured by staff observation, daily tasks, and data records.
Category Subcategory Goal
Approaches when a When given a tangible reinforcer and a request to perform a known response, STUDENT will approach the teacher, sit at a table, and
response is required perform multiple responses for access to reinforcement improving cooperation from BASELINE to 8 out of 10 consecutive requests on
Behavior for reinforcement three consecutive data days as measured by staff observation, daily tasks, and data records.

When given a teacher-directed task, STUDENT will engage in 5 acquisition responses for at least 5 presentations of a reinforcer
improving cooperation from BASELINE to 8 out of 10 consecutive requests on three consecutive data days as measured by staff
Behavior Responds to teacher observation, daily tasks, and data records.

When given a teacher-directed task involving materials, STUDENT will wait calmly, orient towards teacher, and refrain from touching
materials for at least 5 seconds improving cooperation from BASELINE to 8 out of 10 consecutive requests on three consecutive data
Behavior Waits for instruction days as measured by staff observation, daily tasks, and data records.

When given a teacher-directed task, STUDENT will work for intermittent reinforcement improving reinforcer effectiveness from
Intermittent BASELINE to working on 5 acquisition responses for a tangible reinforcement 4 out of 5 opportunities on three consecutive data days as
Behavior reinforcement measured by staff observation, daily tasks, and data records.

When given a teacher-directed task, STUDENT will respond to praise as an effective reinforcer improving reinforcer effectiveness from
Works for social BASELINE to working for 15 minutes for praise only in 4 out of 5 opportunities on three consecutive data days as measured by staff
Behavior interaction observation, daily tasks, and data records.

When given an unexpected change, STUDENT will respond with a positive affirmation (e.g., “That’s ok,” “I can do it later”) improving
flexible thinking from BASELINE to 4 out of 5 consecutive opportunities over 3 data days as measured by staff observation, daily tasks,
Behavior Flexible Thinking and data records.

When given a non-preferred adult directive (e.g., put away a preferred task, go to non-preferred activity), STUDENT will take no more
Cooperation with non- than 30 seconds and 1 individual prompt to comply with the direction improving cooperation from BASELINE to 4 out of 5 consecutive
Behavior preferred task opportunities on three consecutive data days as measured by staff observation, daily tasks, and data records.

When given something STUDENT wants to ask or say or wants another person to say a certain phrase (e.g., fixating on the answer or
response, scripting, delayed echolalia) repetitively, STUDENT will make the comment/question or request a partner say a certain phrase
Obsessive or answer improving verbal self-control from BASELINE to accepting the answer or limiting the commenting to no more than 2 of the
Questioning/Commenti same comments/questions in 30 minutes in 4 out of 5 consecutive opportunities on three consecutive data days as measured by staff
Behavior ng observation, daily tasks, and data records.

When given a highly preferred topic (e.g., typically a restricted interest) they want to talk about and a speaking partner who would like
to have a limited conversation, STUDENT will engage with a partner on the topic but limit the duration improving verbal self-control
from BASELINE to talking about the preferred topic no more than 5 minutes at a time in a 1-hour period in 4 out of 5 consecutive
Behavior Perseverative Talk opportunities on three consecutive data days as measured by staff observation, daily tasks, and data records.

When given a situation where someone is giving attention to another person and STUDENT wants to gain attention to do something or
ask a question, STUDENT will stand near the person and say, "Excuse me" and then wait for their turn to talk improving waiting from
BASELINE to waiting without engaging in challenging behavior for their turn for 2 minutes in 4 out of 5 consecutive opportunities on
Behavior Attention seeking three consecutive data days as measured by staff observation, daily tasks, and data records.

When given a situation where STUDENT needs assistance, STUDENT will approach an adult, ask for help, and wait for assistance without
engaging in challenging behavior improving behavior management from BASELINE to 4 out of 5 consecutive opportunities on three
Behavior Asks for help consecutive data days as measured by staff observation, daily tasks, and data records.

When given a situation where student is looking for attention from an adult or peer, STUDENT will seek attention using socially-validated
methods (e.g., asks for help, asks to play, shows item) improving behavior management from BASELINE to 4 out of 5 consecutive
Behavior Function attention opportunities on three consecutive data days as measured by staff observation, daily tasks, and data records.

When given a situation where student does NOT want to participate, STUDENT will request to avoid the situation using socially-validated
methods (e.g., asks to wait, asks to do something else, uses "break" card) improving behavior management from 4 out of 5 consecutive
Behavior Function avoidance opportunities on three consecutive data days as measured by staff observation, daily tasks, and data records.

When given a situation where student want to stop an activity, STUDENT will request to stop the activity using socially-validated
methods (e.g., asks to end, asks to do something else, uses "break" card) improving behavior management from 4 out of 5 consecutive
Behavior Function escape opportunities on three consecutive data days as measured by staff observation, daily tasks, and data records.

When given a situation where student want access to something, STUDENT will request item or activity using socially-validated methods
Function (e.g., asks for it) improving behavior managment from 4 out of 5 consecutive opportunities on three consecutive data days as measured
Behavior access/tangible by staff observation, daily tasks, and data records.

When given a situation where student cannot have what they want, STUDENT will accept "no" using socially-validated methods (e.g.,
says "ok," asks for clarification, is able to be distracted) improving behavior managment from 4 out of 5 consecutive opportunities on
Behavior Accepts "no" three consecutive data days as measured by staff observation, daily tasks, and data records.

When given a situation where student needs to work harder than desired to complete a task, STUDENT will continue working even
though it's "hard" or "undesired" improving behavior management from BASELINE to double baseline on three consecutive data days as
Behavior Perseverance measured by staff observation, daily tasks, and data records.

When given a peer conflict, STUDENT will use a self-regulation technique previously taught (e.g., asking to leave the situation for a
Peer conflict self- break, asking to talk to a trusted adult, or a self-calming strategy and then continuing in the task) improving self-regulation from
Behavior regulation BASELINE to 4 out of 5 opportunities across 5 consecutive data days as measured by staff observation, daily tasks, and data records.

When given a correction or non-preferred interaction, STUDENT will use a “waiting strategy” previously taught (e.g., count to 10, take a
walk, talk to a teacher) before responding improving impulse control from BASELINE to using a strategy to increase the latency of
Behavior Impulse control response to at least 2 minutes in 4 out of 5 situations across 5 data days as measured by staff observation, daily tasks, and data records.
Category Subcategory Goal
When given single, uniquely-shaped pieces from an inset puzzle, STUDENT will put the puzzle pieces into the puzzle frame correctly
improving visual performance from BASELINE to at least 5 puzzles with 5 pieces each as measured by staff observation, daily tasks, and
Visual skills Single-pieces puzzle data records.

When given an object and an array of objects, STUDENT will match the object to the identical object in the array improving matching
from BASELINE to at least 10 objects to objects in an array of 8 items on three consecutive data days as measured by staff observation,
Visual skills Match object to object daily tasks, and data records.

When given a picture and an array of pictures, STUDENT will match the picture to the identical picture in the array improving matching
Match picture to from BASELINE to at least 10 pictures to pictures in an array of 8 pictures on three consecutive data days as measured by staff
Visual skills picture observation, daily tasks, and data records.

When given a block design card, STUDENT will place blocks to make the design shown on the card (disregarding extra blocks) improving
Completes block design block designs from BASELINE to designs with 6 or more blocks (some extras) in 4 out of 5 consecutive opportunities on three consecutive
Visual skills from picture data days as measured by staff observation, daily tasks, and data records.

When given a standard jigsaw puzzle (interlocking pieces without a frame), STUDENT will complete the puzzle improving visual
Visual skills Jigsaw puzzle performance from BASELINE to at least 4 puzzles with 12 pieces each as measured by staff observation, daily tasks, and data records.

When given an array of three items or pictures, STUDENT will match an item that is associated with one of the items in the array (e.g.,
Match associated match a bat to a picture of a ball) improving knowledge of associations from BASELINE to matching at least 2 related pictures for 20 or
Visual skills pictures more items as measured by staff observation, daily tasks, and data records.

When given a sample of two items that have different features, function, or in a different class and shown a model of what to do (sort by
Sort by feature, feature, function, or class), STUDENT will sort additional pictures with the correct sample items improving visual skills from BASELINE to
Visual skills function, or class at least 5 items each of features, functions, and classes as measured by staff observation, daily tasks, and data records.

When given a model of items in a specific sequence, STUDENT will continue adding items in the correct sequence (e.g., ABAB, ABCABC,
ABBABB) improving visual skills from BASELINE to continuing an irregular pattern with at least 3 different stimuli ignoring extra pieces in
Visual skills Extend a pattern 4 out of 5 consecutive opportunities on three consecutive data days as measured by staff observation, daily tasks, and data records.

When given a set of blocks or other items and a model of a simple 3-dimensional objects (e.g., a house, car), STUDENT will replicate the
object improving block design from BASELINE to using at least 6 blocks or other items in 4 out of 5 consecutive opportunities on three
Visual skills Copy block design consecutive data days as measured by staff observation, daily tasks, and data records.

When given a set of picture cards depicting a sequence of an action or activity, STUDENT will arrange the set in the appropriate
sequence (first to last) improving visual sequencing from BASELINE to at least 5 sets of 4 items across three consecutive data days as
Visual skills Sequence pictures measured by staff observation, daily tasks, and data records.

When given an array of up to 6 letter cards and handed a matching letter asked to “Match the [letter],” STUDENT will place the given
letter on the match improving reading skills from BASELINE to matching all 26 upper and lower-case letters across three consecutive
Reading Match Letters data days as measured by staff observation, daily tasks, and data records.

When given an array of three letters and asked to “Give me [letter],” STUDENT will receptively identify upper and lower-case letters
improving reading skills from BASELINE to identifying all 26 upper and lower-case letters across three consecutive data days as measured
Reading Receptive Letters by staff observation, daily tasks, and data records.

When given a printed letter and asked “What letter?” STUDENT will name upper and lower-case letters improving reading skills from
BASELINE to identifying all 26 upper and lower-case letters across three consecutive data days as measured by staff observation, daily
Reading Labels letters tasks, and data records.

Receptive sounds of When given a field of at least three letters and a letter sound, STUDENT will select the corresponding letter improving reading from
Reading letters BASELINE to at least 20 letters across three consecutive data days as measured by staff observation, daily tasks, and data records.

When given the visual of a letter and "What sound does this letter make?," STUDENT will give the sound associated with the letter
improving reading from BASELINE to at least 20 letters across three consecutive data days as measured by staff observation, daily tasks,
Reading Labels sounds of letters and data records.

When given a card with a written word and an array of three pictures on the table, STUDENT will put the written word with the matching
Match words to picture improving reading skills from BASELINE to matching at least 20 words with corresponding pictures in an array of three as
Reading pictures measured by staff observation, daily tasks, and data records.

When given a field of at least three words and a matching word card (in a different font), STUDENT will match the word to the same
word in the field improving reading from BASELINE to 4 out of 5 words of at least 4 letters each in a different font with only 1 letter
Reading Match words to words different in non-target words on three consecutive data days as measured by staff observation, daily tasks, and data records.

When given a written word and individual letters, STUDENT will match the letters to the same letter on the written word improving
Matches letters in letter matching from BASELINE to matching letters on words up to 5 letters in length when given extra letters on 4 out of 5 opportunities
Reading words across three consecutive data days as measured by staff observation, daily tasks, and data records.

When given a word and the request to name the letters in the word, STUDENT will name the letters reading left to right across the word
Names letters in words improving reading from BASELINE to pointing to and naming the letters of 5-letter words in 4 out of 5 opportunities on three consecutive
Reading reading left to right data days as measured by staff observation, daily tasks, and data records.

When given an array of six written names and a command, STUDENT will select his/her own first name within 3 seconds improving name
Receptive written first identification from BASELINE to 4 out of 5 consecutive opportunities on three consecutive data days as measured by staff observation,
Reading name daily tasks, and data records.

When given an array of three pictures or letters, STUDENT will identify the first letter sound (match the word to the letter or vice versa)
First letter sounds of improving letter sound recognition from BASELINE to identifying the first letter sound for 25 letters (excluding X) across three data days
Reading words as measured by staff observation, daily tasks, and data records.

When given a picture of an object and two of three letters in the word, STUDENT will add the missing letter to complete the word
Fill in missing letter of improving BASELINE to adding a letter in any position for at least 10 3-letter words with 80% accuracy as measured by staff observation,
Reading words daily tasks, and data records.

When given a simple written word that has meaning to the student, STUDENT will read the word and match it to its meaning within 3
seconds improving word reading from BASELINE to at least 50 words across three data days as measured by staff observation, daily
Reading Read functional words tasks, and data records.
When given a written word, STUDENT will read the word within 3 seconds improving word reading from BASELINE to at least 50 words
Reading Read sight words high frequency across three data days as measured by staff observation, daily tasks, and data records.
 When given a written word that follows phonemic rules, STUDENT will sound out the word within 3 seconds improving word reading
Reading Decode words from BASELINE to at least 50 decodable words across three data days as measured by staff observation, daily tasks, and data records.

When given a written phrase or sentence, STUDENT will read the words from left to right improving reading from BASELINE to reading
Read small groups of any phrase containing combinations of known words on 4 out of 5 opportunities across three consecutive data days as measured by
Reading words from left to right staff observation, daily tasks, and data records.

When given a sentence of previously mastered words from isolation, STUDENT will read the sentence correctly and fluently (no more
than 1 second pause at a word) improving sentence reading and fluency from BASELINE to more than 10 4- to 6-word sentences on
Reading Read simple sentences three consecutive data days as measured by staff observation, daily tasks, and data records.

When given an incomplete sentence and a word bank (e.g., "The ___ has fur" (cat frog)), STUDENT will choose a word that fills in the
missing word improving reading from BASELINE to selecting the correct word from an array of 3 words which differ on less than 50% of
Reading Fills in missing words the letters in 4 out of 5 opportunities on three consecutive data days as measured by staff observation, daily tasks, and data records.

Reads and follows When given a simple written instruction to do an action, STUDENT will read and follow the instruction improving reading from BASELINE
simple instructions to to at least 20 sentences including 6 different actions across three consecutive data days as measured by staff observation, daily tasks,
Reading do actions and data records.

Reads and follows When given a simple written instruction on a worksheet, STUDENT will read and follow the instruction improving reading from BASELINE
simple instructions on to at least 20 sentences including 6 different directions across three consecutive data days as measured by staff observation, daily tasks,
Reading worksheets and data records.

Reads passages and When given a written sentence and a written or verbal question comprehension question, STUDENT read the sentence and answer the
answer comprehension question regarding the sentence improving reading from BASELINE to at least three sentences and simple questions regarding the
Reading questions content on consecutive data days as measured by staff observation, daily tasks, and data records.

When given a writing utensil, STUDENT will mark on paper using a writing grip improving writing from BASELINE to holding a pencil,
crayon, or marker with a writing grip and making lines on paper in 4 out of 5 opportunities on 3 consecutive data days as measured by
Writing Mark on paper staff observation, daily tasks, and data records.

When given a picture to color and utensils, STUDENT will color a small area improving writing skills from BASELINE to staying mainly
within lines of various shapes (2 square inches or less) in 4 out of 5 opportunities on three consecutive data days as measured by staff
Writing Color small area observation, daily tasks, and data records.

When given a paper with lines and shapes in either highlight or path form to trace, STUDENT will accurately trace improving writing skills
from BASELINE to tracing lines and curved and straight-lined shapes within 1/8 to ¼ inch of the sample including circle, square, triangle,
rectangle, oval, crescent, star, and random lines in 4 out of 5 opportunities on three consecutive data days as measured by staff
Writing Trace lines and shapes observation, daily tasks, and data records.

When given paper and a writing utensil and an instruction, STUDENT will trace letters and numbers writing from BASELINE to accurately
Trace letters and tracing all numbers and letters staying within 1/8 to 1/4 inch of the sample in 4 out of 5 opportunities on three consecutive data days as
Writing numbers measured by staff observation, daily tasks, and data records.

When given an example of simple lines or shapes, STUDENT will neatly copy (not trace) simple lines and shapes (matching size and
orientation) improving writing skills from BASELINE to 4 out of 5 on across three consecutive data days as measured by staff observation,
Writing Copy lines and shapes daily tasks, and data records.

When given an example of an upper- or lower-case letter or number, STUDENT will neatly copy (not trace) the letter or number within
Copy letters and the lines improving writing skills from BASELINE to all upper- and lower-case letters and 0-9 across three consecutive data days as
Writing numbers measured by staff observation, daily tasks, and data records.

When given paper and a writing utensil and an instruction, STUDENT will print letters and numbers upon request without a model
Print letters and improving writing from BASELINE to neatly writing all (52) upper- and lower-case letters and numbers 0-10 across five consecutive data
Writing numbers days as measured by staff observation, daily tasks, and data records.

When given a picture of an object and the written word, STUDENT will be able to match individual letters to the letters on the word
Match letters to word improving spelling from BASELINE to at least 10 words of 5 letters in length when given extra letters, some of which are similar (e.g., e
Spelling card and a) across three consecutive data days as measured by staff observation, daily tasks, and data records.

When given a picture of an object and a word with a letter missing and 2-5 letters provided, STUDENT will add a letter to complete the
Fill in missing letter of three-letter word improving spelling from BASELINE to a letter in any position of the word for at least 10 words across three consecutive
Spelling words data days as measured by staff observation, daily tasks, and data records.

When given a written word and an instruction, STUDENT will copy (not trace) the word by writing or typing improving spelling from
BASELINE to six-letter words in 4 out of 5 opportunities on three consecutive data days as measured by staff observation, daily tasks, and
Spelling Copy words data records.

When given a picture of an object and two of three letters provided, STUDENT will write in the missing letter to complete the word
improving spelling from BASELINE to adding a letter in any position of the word for at least 10 CVC words across three consecutive data
Spelling Writes in missing letters days as measured by staff observation, daily tasks, and data records.
When given a word to spell, STUDENT will spell the word vocally improving spelling from BASELINE to at least 25 words across three
Spelling Spells vocally consecutive data days as measured by staff observation, daily tasks, and data records.
When given a word to spell, STUDENT will spell the word by writing or typing improving spelling from BASELINE to at least 25 words
Spelling Spells words by writing across three consecutive data days as measured by staff observation, daily tasks, and data records.

When given a prompt to spell own name, STUDENT will spell the name improving spelling from BASELINE to both vocally and in a writing
or typed form in 4 out of 5 opportunities across three consecutive data days as measured by staff observation, daily tasks, and data
Spelling Spells own name records.

When given an array of colors and handed a matching color asked to “Match the [color],” STUDENT will place the given color on the
match improving math skills from BASELINE to matching all 11 colors from an array of 6 on three consecutive data days as measured by
Math Match Colors staff observation, daily tasks, and data records.

When given an array of three colors and asked to “Give me/touch the [color],” STUDENT will receptively identify the color improving
math skills from BASELINE to identifying all 11 colors on three consecutive data days as measured by staff observation, daily tasks, and
Math Receptive Colors data records.

When given a picture or real object and asked, “What color?” STUDENT will correctly name the color improving color recognition from
BASELINE to identifying 11 colors at 80% accuracy on 3 consecutive data days as measured by staff observation, daily tasks, and data
Math Names Colors records.
 When given an array of shapes and handed a matching shape asked to “Match the [shape],” STUDENT will place the given shape on the
match improving math skills from BASELINE to matching all 9 shapes from an array of 6 on three consecutive data days as measured by
Math Match Shapes staff observation, daily tasks, and data records.

When given an array of three shapes and asked to “Give me/touch the [shapes],” STUDENT will receptively identify the shape improving
math skills from BASELINE to identifying all 9 shapes on three consecutive data days as measured by staff observation, daily tasks, and
Math Receptive Shapes data records.

When given a picture or real object and asked, “What shape?” STUDENT will correctly name the shape improving shape recognition
from BASELINE to identifying 9 shapes at 80% accuracy on 3 consecutive data days as measured by staff observation, daily tasks, and
Math Name shapes data records.

When given a verbal request to "Count to [number]," STUDENT will rote count to the specified number improving counting from
BASELINE to numbers up to 30 in 4 out of 5 opportunities on three consecutive data days as measured by staff observation, daily tasks,
Math Rote counting and data records.

When given a group of objects, STUDENT will count objects with one-to-one correspondence improving math skills from BASELINE to
amounts up to 100 in 4 out of 5 consecutive opportunities on three consecutive data days as measured by staff observation, daily tasks,
Math Count given objects and data records.
Count out objects from When given a group of objects, STUDENT will count out the number of items requested out of a larger number of items improving
Math a larger set counting from BASELINE to amounts up to 30 as measured by staff observation, daily tasks, and data records.

When given an array of three numbers and asked to “Give me/touch the [#],” STUDENT will receptively identify the number improving
math skills from BASELINE to identifying numbers 1-100 across three consecutive data days as measured by staff observation, daily tasks,
Math Receptive Numeral and data records.

Names numerals in When given a number line in any form, STUDENT will name the numbers 1-10 in order improving counting from BASELINE to 4 out of 5
Math sequence consecutive opportunities across three consecutive data days as measured by staff observation, daily tasks, and data records.
When given a written numeral, STUDENT will be able to name the number improving number recognition from BASELINE to numbers to
Math Names numerals 100 across 5 data days as measured by staff observation, daily tasks, and data records.

Match number with When given a field of objects and a written numeral, STUDENT match the number with the same number of items (and vice versa)
same amount of improving math skills from BASELINE to numbers and groups of objects to 30 (and vice versa) across three consecutive data days as
Math objects measured by staff observation, daily tasks, and data records.

When given a field of objects of varying amounts, STUDENT will receptively and expressively label "more/less/some/all/none/zero"
Math terms more/less, improving math skills from BASELINE to both receptively AND expressively label in 4 out of 5 opportunities on three consecutive data
Math some/all/none/zero days as measured by staff observation, daily tasks, and data records.

When given two sets of items and an equation to fill in with numbers, STUDENT will say or write the associated number to complete the
number sentence (e.g., 4 + 3 = 7) improving math skills from BASELINE to adding 2 numbers 0 to 9 with 80% accuracy on three
Math Picture addition consecutive data days as measured by staff observation, daily tasks, and data records.

When given a set of items and a situation (e.g., “Simone wants to eat three of these apples) and an equation to fill in with numbers,
STUDENT will say or write the associated number to complete the number sentence (e.g., 4 - 3 = 1) improving math skills from BASELINE
to subtracting a 1-digit number from a number up to 9 with 80% accuracy on three consecutive data days as measured by staff
Math Picture subtraction observation, daily tasks, and data records.

When given an array of numbers of objects OR a numeral, STUDENT will match the numeral to the correct number of objects or vice
versa improving number and numeral correlation from BASELINE to all amounts up to 10 across three data days as measured by staff
Math Number-numeral observation, daily tasks, and data records.

When given a set of items, STUDENT will add additional items to the group to make a set of a specified quantity improving math skills
Add items to specified from BASELINE to physically placing additional items to make a total set of up to 10 items in 4 out of 5 opportunities on three
Math quantity consecutive data days as measured by staff observation, daily tasks, and data records.

When given at least two objects or pictures, STUDENT will receptively and expressively identify “same/different” related to the items
Math terms improving math skills from BASELINE to both receptively AND expressively label in 4 out of 5 opportunities on three consecutive data
Math same/different days as measured by staff observation, daily tasks, and data records.

When given at least two sets of items, STUDENT will receptively and expressively identify "greater than/less than/equals" improving
Math terms "greater math skills from BASELINE to both receptively AND expressively label in 4 out of 5 opportunities on three consecutive data days as
Math than/less than/equal" measured by staff observation, daily tasks, and data records.
Category Subcategory Goal

When given a 5 by 4 grid of symbol words and an opportunity to communicate, STUDENT will reference and use the board either by
pointing or verbally to express his/her desire improving initiating communication from BASELINE to using 1-3 words independently in 8
Requests Core Board out of 10 opportunities presented on three consecutive data days as measured by staff observation, daily tasks, and data records.

When given an opportunity to request a reinforcer, STUDENT will ask for items verbally or with a PECS board (with persistence) with no
Requests when asked, reinforcer present improving requesting from BASELINE to 4 out of 5 consecutive opportunities on three consecutive data days as
Requests "What do you want?" measured by staff observation, daily tasks, and data records. STUDENT will also request at least 10 different items or activities.

When given an opportunity to request a reinforcer without the item present, STUDENT will spontaneously ask for a reinforcer (no
Spontaneous request prompts) improving requesting from BASELINE to least 10 specific items or activities when the items are not present across three
Requests reinforcer consecutive data days as measured by staff observation, daily tasks, and data records.

When given only some of the items necessary to do an activity and an instruction to complete it, STUDENT will ask for the missing item
improving requesting from BASELINE to at least 10 different items across 3 data collections as measured by staff observation, daily tasks,
Requests Requests missing item and data records.

When given an offered item or activity, STUDENT will indicate their desire using “yes” or “no” with head movements or verbally
improving requesting from BASELINE to using both “yes” and “no” in 4 out of 5 opportunities across 3 data collections as measured by
Requests Requests with yes/no staff observation, daily tasks, and data records.

When given an opportunity (natural or contrived) to request, STUDENT will request in a sentence form to obtain items, actions, or
information improving requesting from BASELINE to using three or more words in 4 out of 5 opportunities on 3 consecutive data
Requests Requests with sentence collections as measured by staff observation, daily tasks, and data records.

When given an opportunity (natural or contrived) to request help from others, STUDENT will independently ask another person for
assistance (e.g., “help me”) improving requesting from BASELINE to 4 out of 5 consecutive opportunities on three consecutive data days
Requests Requests help as measured by staff observation, daily tasks, and data records.

When given an opportunity (natural or contrived) to ask others to attend to his or her actions, STUDENT will request attention by
[DEFINE HERE] improving requesting from BASELINE to 10 or more requests per day on three consecutive data days as measured by staff
Requests Requests attention observation, daily tasks, and data records.

When given an opportunity (natural or contrived) to request others to remove an item or stop an activity, STUDENT will independently
make the request (e.g., “please stop”) improving requesting from BASELINE to spontaneously requesting at least 5 times in a 2-hour
Requests Requests cessation session across 3 data collection days as measured by staff observation, daily tasks and data records.

When given an opportunity (natural or contrived) to request for items, STUDENT will ask for items using adjectives (e.g., BIG horse)
Requests with improving requesting from BASELINE to at least 4 adjectives with a noun across 3 data collection days as measured by staff observation,
Requests adjectives daily tasks and data records.

When given an opportunity (natural or contrived) to request for items, STUDENT will ask for items using prepositions (e.g., IN the box)
Requests with improving requesting from BASELINE to at least 4 prepositions with a noun across 3 data collection days as measured by staff
Requests prepositions observation, daily tasks and data records.

When given an opportunity (natural or contrived) to request information, STUDENT will ask questions using wh- questions (e.g., where is
Requests information it? when do we go? which one?) improving requesting from BASELINE to asking in non-training situation in 4 out of 5 consecutive
Requests using a wh- question opportunities across three consecutive data days as measured by staff observation, daily tasks, and data records.

When given an opportunity (natural or contrived) to request for an activity, STUDENT will ask for actions using adverbs (e.g., push me
FAST) improving requesting from BASELINE to at least 4 adverbs with a verb across 3 data collection days as measured by staff
Requests Requests using adverbs observation, daily tasks and data records.

When given an opportunity (natural or contrived) to request, STUDENT will ask for an item using a pronoun (e.g., I want YOUR hat)
Requests using improving requesting from BASELINE to at least 4 pronouns with a noun across 3 data collection days as measured by staff observation,
Requests pronouns daily tasks and data records.

When given an opportunity (natural or contrived) to request, STUDENT will spontaneously request objects, actions, or information
without prompts improving requesting from BASELINE to at least 20 times per day across three consecutive data days as measured by
Requests Spontaneous requests staff observation, daily tasks, and data records.
When given someone calling student’s name, STUDENT will look at or come to the person improving responding to name
from BASELINE to 4 out of 5 consecutive opportunities on three consecutive data days as measured by staff observation,
Receptive Language Responds to name daily tasks, and data records.

When given instructions to do a preferred activity in the context of the ongoing activity, STUDENT will comply with the
Engages in preferred instruction improving following instructions from BASELINE to at least three different activities in 4 out of 5 consecutive
Receptive Language activity in context opportunities on three consecutive data days as measured by staff observation, daily tasks, and data records.

When given instructions to do a preferred activity even though it is not occurring at that time, STUDENT will comply with the
Engages in preferred instruction improving following instructions from BASELINE to at least three different activities in 4 out of 5 consecutive
Receptive Language activity out of context opportunities on three consecutive data days as measured by staff observation, daily tasks, and data records.

When given an instruction to do a routine activity when the activity is presently occurring, STUDENT will comply with the
Follows routine instruction improving following instructions from BASELINE to at least three different activities in 4 out of 5 consecutive
Receptive Language direction opportunities on three consecutive data days as measured by staff observation, daily tasks, and data records.
When given an instruction which requires student to give a named, non-reinforcing item, STUDENT will hand the items to the
teacher (receptive knowledge of item not required) improving following instructions from BASELINE to handing it to teacher
within 3 seconds in 4 out of 5 consecutive opportunities on three consecutive data days as measured by staff observation,
Receptive Language Gives object daily tasks, and data records.
When given an instruction to do a simple motor task (e.g., clap, turn around, arms up), STUDENT will follow instruction
improving following instructions from BASELINE to at least 6 instructions including 4 different actions within 10 seconds in 4
Completes motor out of 5 consecutive opportunities on three consecutive data days as measured by staff observation, daily tasks, and data
Receptive Language action records.
When given an array of six common objects and a command, STUDENT will select the named item within 3 seconds
Receptive nouns improving receptive language from BASELINE to identifying 25 or more objects including several examples as measured by
Receptive Language OBJECTS staff observation, daily tasks, and data records.
 When given an array of up to six pictures of common items and a command, STUDENT will select the named item within 3
Receptive nouns seconds improving receptive language from BASELINE to identifying 100 or more objects including several examples as
Receptive Language PICTURES measured by staff observation, daily tasks, and data records.
When given a verbal instruction, STUDENT will follow directions to touch parts on own body, in a picture, or on a physical
object (e.g., doll) improving receptive body parts from BASELINE to 10 or more parts across 5 data days as measured by
Receptive Language Receptive body part staff observation, daily tasks, and data records.
When given a verbal instruction, STUDENT will follow directions to touch clothing items on own body, in a picture, or on a
physical object (e.g., doll) improving receptive clothing from BASELINE to 4 or more clothing items across 5 data days as
Receptive Language Receptive clothing measured by staff observation, daily tasks, and data records.
When given a direction to touch a specific part of an item (e.g., door of a house), STUDENT will touch/point to the part
Receptive parts of improving following directions from BASELINE to 3 or more parts of 10 objects across 5 consecutive data days as measured
Receptive Language objects by staff observation, daily tasks, and data records.

When given two items that vary by one dimension and a direction to “touch the [adjective] one”, STUDENT will touch/point to
the correct item improving receptive adjectives from BASELINE to at least 20 adjectives (including at least 3 colors, 2 shapes,
Receptive Language Receptive adjectives and 2 sizes) across 5 consecutive data days as measured by staff observation, daily tasks, and data records.
When given the teacher looking at a specific item and a request to identify the item, STUDENT will name or select the item by
Selects item attending to the eye orientation of the teacher improving following eye gaze from BASELINE to selecting 1 of 3 separated
according to another items on a table in 4 out of 5 consecutive opportunities on three consecutive data days as measured by staff observation,
Receptive Language person's gaze daily tasks, and data records.
When given an instruction to walk across the room to go to a specific place or person and get or give an item (e.g., give pen
to Jim), STUDENT will follow the direction improving following directions from BASELINE to going to at least 2 people and 2
Go to a person and places and deliver/place a given item in 4 out of 5 consecutive opportunities on three consecutive data days as measured by
Receptive Language gets/give an object staff observation, daily tasks, and data records.
When given an instruction to do a simple action when presented with at least 2 objects (e.g., show me brushing), all of which
could be used to demonstrate the requested action, STUDENT will follow the instruction with the correct item improving
Demonstrates correct following directions from BASELINE to at least 4 specific actions with 4 objects in 4 out of 5 consecutive opportunities on
Receptive Language action with object three consecutive data days as measured by staff observation, daily tasks, and data records.
When given an instruction to do an action even when it is not the conditions under which the activity usually occurs (e.g.,
show me laughing), STUDENT will follow the instruction improving following directions from BASELINE to at least 5 actions in
Demonstrates 4 out of 5 consecutive opportunities on three consecutive data days as measured by staff observation, daily tasks, and data
Receptive Language pretend action records.
When given an array of three pictures of actions, STUDENT will select the specified action picture improving receptive actions
from BASELINE to 20 or more action pictures including multiple and novel examples across 5 consecutive data days as
Receptive Language Receptive actions measured by staff observation, daily tasks, and data records.
When given an array of three pictures of items and given a related picture of one of them and asked, “What goes with this?”,
STUDENT will select the item which is used with the item (e.g., a bat when shown a ball) improving receptive associated
Receptive associated pictures from BASELINE to at least 2 related pictures for 20 or more items across 5 consecutive data days as measured by
Receptive Language pictures staff observation, daily tasks, and data records.

When given an array of pictures of items and asked, “Which one do you [function] with?”, STUDENT will select the item when
told its function improving receptive functions of items from BASELINE to at least 25 items when told the function from a
Receptive Language Receptive function display of at least 6 across 5 consecutive data days as measured by staff observation, daily tasks, and data records.
When given an array of pictures of items and asked, “Which one has a [feature]?”, STUDENT will select the item when told a
feature improving receptive features of items from BASELINE to at least 2 features for 25 items from a display of at least 6
Receptive Language Receptive feature across 5 consecutive data days as measured by staff observation, daily tasks, and data records.

When given an array of pictures of items and asked, “Which one is a [class]?”, STUDENT will select the item when told its
class improving receptive class of items from BASELINE to at least 5 items from 4 classes when told the class from a display
Receptive Language Receptive class of at least 6 across 5 consecutive data days as measured by staff observation, daily tasks, and data records.
When given an array of pictures of common community helpers, STUDENT will select the picture requested improving
Receptive community receptive community helpers from BASELINE to 4 or more different community helpers in 4 out of 5 consecutive opportunities
Receptive Language helpers on three consecutive data days as measured by staff observation, daily tasks, and data records.

When given an array of items and a direction to select all the examples, STUDENT will select all the examples of a specified
Receptive "all" item (e.g., all the cats) improving receptive language from BASELINE to 6 items from an array of at least 15 in 4 out of 5
Receptive Language examples consecutive opportunities on three consecutive data days as measured by staff observation, daily tasks, and data records.
When given a scene or a field of pictures and a direction to select an item with two characteristics, STUDENT will select a
specified item(s) which has the two characteristics (e.g., big read ball, hot breakfast cereal) improving receptive language
Multiple from BASELINE to at least 20 two-component combinations across 5 consecutive data days as measured by staff
Receptive Language characteristics observation, daily tasks, and data records.
When given a direction involving a preposition (e.g., put this on the box), STUDENT will follow the direction improving
Receptive receptive prepositions from BASELINE to at least 6 prepositions in 4 out of 5 consecutive opportunities on three consecutive
Receptive Language prepositions data days as measured by staff observation, daily tasks, and data records.
When given a direction involving a pronoun (e.g., give me his book), STUDENT will follow the direction improving receptive
pronouns from BASELINE to at least 8 pronouns in 4 out of 5 consecutive opportunities on three consecutive data days as
Receptive Language Receptive pronouns measured by staff observation, daily tasks, and data records.
When given an array of pictures of facial emotions and a direction to select one, STUDENT will select the named emotion
improving receptive emotions from BASELINE to at least 4 emotions in 4 out of 5 consecutive opportunities on three
Receptive Language Receptive emotions consecutive data days as measured by staff observation, daily tasks, and data records.

When given a display of two items and shown a third item which does or does not match one of the two and a direction to find
“same” or “different”, STUDENT will select the item that either does or does not match the given item improving receptive
“same” and “different” from BASELINE to selecting either “same” or “different” when characteristics only vary by one 4 out of 5
Receptive Language Same and different consecutive opportunities on three consecutive data days as measured by staff observation, daily tasks, and data records.

When given an array of pictures and a direction to select non-examples (e.g., not food, not yellow), STUDENT will select the
non-example improving receptive non-examples from BASELINE to at least 3 examples from 10 categories 4 out of 5
Receptive Language Non-examples consecutive opportunities on three consecutive data days as measured by staff observation, daily tasks, and data records.
 When given an array of pictures of social interactions (e.g., playing, arguing) and a direction to select one, STUDENT will
select the named interaction improving receptive social interactions from BASELINE to at least 4 social interactions in 4 out of
Receptive Language Social scenarios 5 consecutive opportunities on three consecutive data days as measured by staff observation, daily tasks, and data records.

When given a preferred item and asked, “What’s that?,” STUDENT will name the item improving labeling from BASELINE to
Labeling Labels reinforcers at least 10 items across 3 data collection days as measured by staff observation, daily tasks and data records.
When given a real object and asked, “What’s that?,” STUDENT will name the item improving labeling from BASELINE to at
Labeling Labels objects least 100 items including novel examples as measured by staff observation, daily tasks and data records.
When given a picture of a familiar person and asked, "Who is this?," STUDENT will name the person improving labeling from
BASELINE to at least 10 people across three consecutive data days as measured by staff observation, daily tasks, and data
Labeling Labels familiar people records.

When given a picture of a common item and asked, “What’s this?”, STUDENT will name the item improving labeling from
Labeling Labels pictures BASELINE to at least 100 items including novel examples as measured by staff observation, daily tasks and data records.
When given a picture or a real person and a point to a body parts and asked, "What's this?," STUDENT will name the body
part improving labeling from BASELINE to at least 20 body parts on self or others across three consecutive data days as
Labeling Labels body parts measured by staff observation, daily tasks, and data records.
When given a picture or real item and asked, "What's this?," STUDENT will name the clothing item improving labeling from
BASELINE to at least 4 items of clothing across three consecutive data days as measured by staff observation, daily tasks,
Labeling Labels clothing and data records.
When given “What is/am I/he/she doing?” in the presence of an ongoing action, STUDENT will label common actions
improving labeling from BASELINE to 20 or more labels of common actions and can identify several different and novel
Labeling Labels actions examples across three consecutive data days as measured by staff observation, daily tasks, and data records.

When given a picture or object to label, STUDENT will use a variety of carrier phrases (e.g., “It’s a…,” “I see a…”) improving
Labels using carrier labeling from BASELINE to using a carrier phrase when labeling in at least half of all spontaneous labels and uses at least 2
Labeling phrases different carrier phrases across three consecutive data days as measured by staff observation, daily tasks, and data records.
When given a picture or object (e.g., a car) and asked, "What's this?," STUDENT will label the parts or features of objects
Labels features of (e.g., wheels, windows, handle) improving labeling from BASELINE to 3 parts or features of 10 or more objects across three
Labeling objects consecutive data days as measured by staff observation, daily tasks, and data records.
When given an item to label and a sentence stem like, “This truck is….,” STUDENT will fill-in with an adjective improving
labeling from BASELINE to at least 20 adjectives (including at least 3 colors, 2 shapes, and 2 sizes) across 5 consecutive
Labeling Labels adjectives data days as measured by staff observation, daily tasks, and data records.
When given an array of items or pictures and then shown another item or picture and asked, “What goes with this,” STUDENT
will label one of the items which is associated with the item being shown (e.g., says “chair” when shown a picture of a table)
Labels associated improving labeling from BASELINE to label at least 2 related pictures for 20 or more items across three consecutive data days
Labeling pictures as measured by staff observation, daily tasks, and data records.

When given a field of items to select from and asked to label the item with a given function (e.g., cut with, write with),
Labels when told STUDENT will label the correct item improving labeling from BASELINE to at least 25 items including at least 4 examples of
Labeling function at least 6 functions across three consecutive data days as measured by staff observation, daily tasks, and data records.
When given a field of items to select from and asked to label the item with a given feature (e.g., legs, tail), STUDENT will label
Labels when told the correct item improving labeling from BASELINE to at least 25 items including at least 2 examples of at least 6 features
Labeling feature across three consecutive data days as measured by staff observation, daily tasks, and data records.
When given a field of items asked to label the item within a certain class (e.g., clothing, animal), STUDENT will label the
Labels when told correct item improving labeling from BASELINE to at least 5 items from 4 classes across three consecutive data days as
Labeling class measured by staff observation, daily tasks, and data records.
When given multiple items and "What are these?," STUDENT will use a variety of carrier phrases (e.g., "It's a ... and a ..." or "I
see a ... and a ...") improving labeling from BASELINE to using a carrier phrase for at least half of all spontaneous labels
Labels 2 items with including two different phrases across three consecutive data days as measured by staff observation, daily tasks, and data
Labeling carrier phrase records.
When given a picture and asked, “What is it,” STUDENT will label a noun and a verb in combination improving labeling from
Labels with noun- BASELINE to at least 10 verbs with a variety of nouns across three consecutive data days as measured by staff observation,
Labeling verb daily tasks, and data records.
When given a picture and asked, “What is it,” STUDENT will label an adjective and a noun in combination improving labeling
Labels with noun- from BASELINE to at least 10 adjectives with a variety of nouns across three consecutive data days as measured by staff
Labeling adjective observation, daily tasks, and data records.

When an item, picture, or activity and asked, "Is this a....?," STUDENT will answer "yes" or "no" or move head to indicate
such to identify the name of the item improving labeling yes/no from BASELINE to yes and no in 4 out of 5 consecutive
Labeling Labels with yes/no opportunities on three consecutive data days as measured by staff observation, daily tasks, and data records.
When given a picture or an item and asked, “What do you do with this?” STUDENT will name the function improving labeling
from BASELINE to at least 25 functions including at least 4 examples of at least 6 functions across three consecutive data
Labeling Labels with function days as measured by staff observation, daily tasks, and data records.
When given a picture or real item and asked, “What is a [name of object]?” STUDENT will label the class (e.g., food, animals,
clothing) improving labeling from BASELINE to at least 5 items from 10 categories across three consecutive data days as
Labeling Labels class measured by staff observation, daily tasks, and data records.
When given an item and a question requiring discrimination (e.g., "What is it" as opposed to "Whose is it"), STUDENT will
Labels by discriminate whether he or she is being asked to label the name, function, color, or ownership improving labeling from
discriminating BASELINE to at least 3 aspects of an item for at least 10 items across three consecutive data days as measured by staff
Labeling question observation, daily tasks, and data records.
When given a picture with items that are either missing or incorrect (e.g., a car without wheels) and asked, “What is
missing/wrong?” STUDENT will label parts missing or incorrect improving labeling from BASELINE to at least 5 examples in
Labels what's which parts of items of a picture are missing and 5 examples in which parts of items are obviously incorrect across three
Labeling missing/wrong consecutive data days as measured by staff observation, daily tasks, and data records.
 When given a set of items in which all except one of the items belongs to a specified category of items (can be based on
functions, features, or class), STUDENT will name the item which does not belong with that particular set of items improving
labeling from BASELINE to at least 3 examples from 10 categories (can be related to functions, features, or classes of items)
Labeling Labels exclusion across three consecutive data days as measured by staff observation, daily tasks, and data records.
When given a picture of a community helper (e.g., teacher, police, fire), STUDENT will label the person improving labeling
Labels community from BASELINE to 4 or more community helpers in 4 out of 5 opportunities across three consecutive data days as measured
Labeling helpers by staff observation, daily tasks, and data records.
When given an item placed in relation to another item and asked, "Where is the...?," STUDENT will label the position of the
item improving labeling from BASELINE to at least 10 prepositions across three consecutive data days as measured by staff
Labeling Labels prepositions observation, daily tasks, and data records.
When given a "wh-" question (e.g., "Who's jumping?"), STUDENT will label using pronouns improving labeling from
BASELINE to at least 8 pronouns across three consecutive data days as measured by staff observation, daily tasks and data
Labeling Labels pronouns records.

When given a picture or an activity and asked to describe it, STUDENT will label and describe the event, item, or activity
improving labeling from BASELINE to at least 4 aspects of a picture including at least one depicted action or the label for the
Labeling Labels a scene total scene across three consecutive data days as measured by staff observation, daily tasks and data records.
When given a picture of a scene and information regarding a certain part of the scene (e.g., What animal is sitting on the
branch), STUDENT will label the correct part improving labeling from BASELINE to labeling items given their classification
Labels parts of a and another descriptor (action, location, size color, etc.) in 4 out of 5 opportunities across three consecutive data days as
Labeling scene measured by staff observation, daily tasks, and data records.
When given a picture or real situation and asked for information requiring an adverb (e.g., How is the turtle moving?),
STUDENT will label using an adverb improving labeling from BASELINE to at least 10 different adverbs across three
Labeling Labels adverbs consecutive data days as measured by staff observation, daily tasks, and data records.
When given a natural or contrived situation of a facial and/or behavioral example of an emotion in vivo or in picture and
asked, “How do/does I/he/she feel?,” STUDENT will label the emotion improving labeling emotions from BASELINE to at least
4 emotions (actual examples and pictures) in 4 out of 5 consecutive opportunities on three consecutive data days as
Labeling Labels emotions measured by staff observation, daily tasks, and data records.
When given a natural or contrived situation and asked, “How do you feel?,” STUDENT will label internal events and emotions
which are not directly observable by others improving labeling emotions from BASELINE to at least 10 different bodily
condition, emotional conditions and visual/auditory/touch/taste stimuli 4 out of 5 consecutive opportunities on three
Labeling Labels state of being consecutive data days as measured by staff observation, daily tasks, and data records.
When given an ongoing social interaction (e.g., playing, arguing), STUDENT will label the interaction improving labeling from
Labels social BASELINE to at least 10 labels of social interactions across three consecutive data days as measured by staff observation,
Labeling interaction daily tasks, and data records.
When given an opportunity (natural or contrived) to label, STUDENT will spontaneously label items and events without
prompts improving requesting from BASELINE to at least 20 times per day on three consecutive data days as measured by
Labeling Spontaneous labeling staff observation, daily tasks, and data records.
When given the verbal directive, “Say ___” and a word, STUDENT will repeat at least the initial sounds of that word (e.g., "ba"
Imitation initial for "bat") improving vocal imitation from BASELINE to imitating at least the first sound of almost any word in 4 out of 5
Vocal Imitation sounds of words opportunities on three data days as measured by staff observation, daily tasks, and data records.
When given the verbal directive, “Say ___” and a consonant-vowel or consonant-vowel combination (e.g., up, on, my, moo),
STUDENT will repeat the sound combination improving verbal imitation from BASELINE to repeating at least 3 CV AND 3 VC
sound combinations without breaks between the sounds in 4 out of 5 opportunities on three data days as measured by staff
Vocal Imitation CV/VC imitation observation, daily tasks, and data records.
When given the verbal directive, “Say ___” and a consonant-vowel-consonant-vowel combination (e.g., mama, dada),
STUDENT will repeat the sound combination improving verbal imitation from BASELINE to repeating at least 6 CVCV sound
combinations without breaks between the sounds in 4 out of 5 opportunities on three data days as measured by staff
Vocal Imitation CVCV imitation observation, daily tasks, and data records.
When given the verbal directive, “Say ___” and a consonant-vowel-consonant combination (e.g., mom, pop, pig, cat),
STUDENT will repeat the word correctly (all sound correct) improving verbal imitation from BASELINE to repeating at least 12
CVC words without breaks between the sounds in 4 out of 5 opportunities on three data days as measured by staff
Vocal Imitation CVC imitation observation, daily tasks, and data records.

When given the verbal directive, “Say ___” and a consonant blend (e.g., blue, shoe), STUDENT will repeat the word correctly
Consonant blends (all sounds correct) improving verbal imitation from BASELINE to repeating at least 50 blend consonant words in any position
Vocal Imitation imitation without breaks between the sounds across three data days as measured by staff observation, daily tasks, and data records.
When given the verbal directive, “Say ___” and a phrase, STUDENT will imitate the phrase improving vocal imitation from
BASELINE to readily and accurately imitating a sequence of 6 or more words in 4 out of 5 consecutive opportunities on three
Vocal Imitation Phrase imitation consecutive data days as measured by staff observation, daily tasks, and data records.
When given the verbal directive, “Say ___” and a sequence of numbers, STUDENT will repeat the numbers improving vocal
imitation from BASELINE to imitating a sequence of 7 or more numbers in 4 out of 5 consecutive opportunities on three
Vocal Imitation Numbers imitation consecutive data days as measured by staff observation, daily tasks, and data records.
When given a short message and told to go to a person and repeat the message, STUDENT will go to that person and repeat
Repeats a short the message improving vocal imitation from BASELINE to repeating a three-word phrase after going at least ten feet to deliver
phrase to another the message in 4 out of 5 consecutive opportunities on three consecutive data days as measured by staff observation, daily
Vocal Imitation person tasks, and data records.
When given an environmental cue to imitate words (e.g., repeats something a friend says during play time), STUDENT will
Spontaneous vocal spontaneously imitate words improving vocal imitation from BASELINE to accurately imitating at least 20 words per day on
Vocal Imitation imitation of words three consecutive data days as measured by staff observation, daily tasks, and data records.

When given an environmental cue to imitate phrases (e.g., repeats something a friend says during play time), STUDENT will
Spontaneous vocal spontaneously imitate phrases improving vocal imitation from BASELINE to accurately imitating phrases of 6 or more words
Vocal Imitation imitation of phrases at least 3 times per day on three consecutive data days as measured by staff observation, daily tasks, and data records.
When given a song (by therapist or digital) and a pause, fill in the next word or phrases improving intraverbals from BASELINE to filling in
Intraverbal Fill words from songs at least 3 phrases from 6 songs as measured by staff observation, daily tasks, and data records.
 Fill in blanks for fun When given an open-ended phrase, STUDENT will say the missing word(s) regarding fun items and activities improving intraverbals from
Intraverbal activities BASELINE to 10 or more fill-in responses across 3 data collection days as measured by staff observation, daily tasks, and data records.

When given the name of an animal or an animal sound, STUDENT will provide the corresponding animal or sound improving intraverbals
from BASELINE to 8 animal sounds given the name and 8 animals when given the sound across 3 data collection days as measured by
Intraverbal Animal sounds staff observation, daily tasks, and data records.

When given a question regarding personal information, STUDENT will answer the question improving answering questions from
BASELINE to at least 4 pieces of information about self (e.g., name, age, phone, siblings, parents names) in 4 out of 5 opportunities on 3
Intraverbal Personal questions data collections as measured by staff observation, daily tasks, and data records.

When given a partial phrase (e.g., wash your ___), STUDENT will fill in the remaining word of a phrase describing an ongoing activity
Fill in blanks for improving intraverbals from BASELINE to 10 or more fill-in responses across 3 data collections as measured by staff observation, daily
Intraverbal common activities tasks, and data records.

When given a named item in the question "What goes with a ....?", STUDENT will name an item which is associated (related) with the
stated item (e.g., "bed" for "What goes with a pillow?"), improving intraverbals from BASELINE to at least 2 related items for 20 or more
Intraverbal Associations named items across three consecutive data days as measured by staff observation, daily tasks, and data records.

When given a phrase that contains the function of an item with the item missing (e.g., You ride in a ...), STUDENT will name the missing
Fill in item (given item that matches the correct function improving intraverbals from BASELINE to at least 20 fill-ins with two responses across three
Intraverbal function) consecutive data days as measured by staff observation, daily tasks, and data records.

When given a phrase that contains an item with the item missing (e.g., You use scissors to ...), STUDENT will name correct function
Fill in function (given improving intraverbals from BASELINE to at least 20 fill-ins with two responses across three consecutive data days as measured by staff
Intraverbal item) observation, daily tasks, and data records.

Answers "What" When given a "What" question regarding the function of an item (e.g., What do you use to cut paper?), STUDENT will name the correct
questions regarding item (e.g., scissors) improving intraverbals from BASELINE to at least 50 questions across ten data days as measured by staff observation,
Intraverbal functions daily tasks, and data records.

When given a phrase with a specified class in a fill-in format (e.g., A type of animal is a ...), STUDENT will fill in with the correct response
improving intraverbals from BASELINE to at least 20 fill-ins with two responses across five data days as measured by staff observation,
Intraverbal Fill in item (given class) daily tasks, and data records.

When given a request to name members of a specific category (e.g., Name some animals), STUDENT will name correct members of that
Names multiple items class improving intraverbals from BASELINE to at least 20 categories with 4 responses across five data days as measured by staff
Intraverbal in a class observation, daily tasks, and data records.

When given the name of an item in a particular class in a fill-in format (e.g., A dog is an ...), STUDENT will name the correct item (e.g.,
animal) to fill in the phrase improving intraverbals from BASELINE to at least 20 fill-ins with two responses across five data days as
Intraverbal Fill in class (given item) measured by staff observation, daily tasks, and data records.

When given two or more items from a particular class (e.g., Apple, banana, and pear are all ...), STUDENT will identify the class (e.g.,
Names class (given 2 fruit) improving intraverbals from BASELINE to at least 20 classes when told 2 or more members across five data days as measured by
Intraverbal items) staff observation, daily tasks, and data records.

When given multiple aspects (e.g., feature, function, class) of an item (e.g., it's crunchy and salty, you eat it, it comes in a bag?),
Names item when told STUDENT will state the name of the item being described (e.g., potato chip) improving intraverbals from BASELINE to at least 20
Intraverbal feature, function, class questions across five data days as measured by staff observation, daily tasks, and data records.

When given the features of an item in a fill-in format (e.g., A dog has a ...), STUDENT will name the correct item (e.g., tail) to fill in the
Fill in feature (given phrase improving intraverbals from BASELINE to at least 20 fill-ins with two responses across five data days as measured by staff
Intraverbal item) observation, daily tasks, and data records.

When given the name of an item with features in a fill-in format (e.g., Something that has a tail is a ...), STUDENT will name the correct
Fill in item (given item (e.g., dog) to fill in the phrase improving intraverbals from BASELINE to at least 20 fill-ins with two responses across five data days
Intraverbal feature) as measured by staff observation, daily tasks, and data records.

Answers "What" When given a “what” question regarding items found somewhere (e.g., What do you find in a bathroom?, What do you see at the
questions about items park?), STUDENT will answer the question improving wh- question answering from BASELINE to at least 30 questions including at least 3
Intraverbal found somewhere responses for at least 5 locations across three consecutive data days as measured by staff observation, daily tasks, and data records.

Answers "Where" When given a "Where" question regarding items found in a location (e.g., Where do you find milk? Where do we buy milk?), STUDENT
questions about items will name the correct item (e.g., refrigerator) improving intraverbals from BASELINE to at least 30 questions across five data days as
Intraverbal found somewhere measured by staff observation, daily tasks, and data records.

Answers "What" When given a "What" question regarding what might be done in a situation (e.g., What can you do at the grocery store? What do you do
questions about in a bathroom?), STUDENT will answer correctly (e.g., buy cookies) improving intraverbals from BASELINE to at least 20 questions across
Intraverbal activities five data days as measured by staff observation, daily tasks, and data records.

Answers "Where"
questions regarding When given a "Where" question regarding activities done in the home or classroom (e.g., Where do you sleep?), STUDENT will name the
activities done at home correct item (e.g., bedroom) improving intraverbals from BASELINE to at least 30 questions across five data days as measured by staff
Intraverbal or school observation, daily tasks, and data records.

When given a “Who/Whose” question (e.g., Whose car did you ride in today?), STUDENT will answer correctly (e.g., Daddy's) improving
Intraverbal Answers "Who/Whose" intraverbals from BASELINE to at least 50 questions across ten data days as measured by staff observation, daily tasks, and data records.
When given a “When” question (e.g., When do you sleep?), STUDENT will answer correctly (e.g., at night) improving intraverbals from
Intraverbal Answers "When" BASELINE to at least 50 questions across ten data days as measured by staff observation, daily tasks, and data records.

When given a "Which" question (e.g., Which one is an animal, a dog or a shoe?), STUDENT will answer correctly (e.g., dog) improving
Intraverbal Answers "Which" intraverbals from BASELINE to at least 50 questions across ten data days as measured by staff observation, daily tasks, and data records.

When given a "How" question (e.g., How do you get to school?), STUDENT will answer correctly (e.g., the bus) improving intraverbals
Intraverbal Answers "How" from BASELINE to at least 50 questions across ten data days as measured by staff observation, daily tasks, and data records.

When given a "Why" question (e.g., Why do you wash your hands?), STUDENT will answer correctly (e.g., because they're dirty)
improving intraverbals from BASELINE to at least 50 questions across ten data days as measured by staff observation, daily tasks, and
Intraverbal Answers "Why" data records.
 When given a discussion about an item or activity, STUDENT will discriminate whether they are being asked a "what," "where," "who,"
Discrimination of Wh- or "when" question improving question answering from BASELINE to answering at least four types of questions in any order for at least
Intraverbal questions 10 items or activities across 3 data collection days as measured by staff observation, daily tasks, and data records.

Name something When given an item or activity that was observed or done previously and asked about it (e.g., What did you play with at recess? What
previous did you do at recess?), STUDENT will name the item (e.g., the ball) improving intraverbals from BASELINE to at least 2 items one hour
Intraverbal done/observed after the observation in 4 out of 5 opportunities across three data days as measured by staff observation, daily tasks, and data records.

When given a prompt to describe an activity (e.g., How do you want your hands?), STUDENT will describe the sequence of improving
Describes steps in an descriptions from BASELINE to 5 or more steps in at least 2 sequences across three consecutive data days as measured by staff
Intraverbal activity observation, daily tasks, and data records.

When given the verbal or visual steps of an activity (e.g., I go to the sink, turn on the water, wet my hand; what am I doing?), STUDENT
Name activity when will state the activity being described (e.g., washing hands) improving intraverbals from BASELINE to at least 20 questions across five
Intraverbal told steps data days as measured by staff observation, daily tasks, and data records.
When given a picture and told something about the picture (e.g., "They're having a picnic") STUDENT will make related statements (not
With visual display, naming) regarding items or activities related to what is observed in the picture improving labeling from BASELINE to expands/comments
makes related on 20 pictures across 3 data collection days as measured by staff observation, daily tasks, and data records.
statements (not
Intraverbal naming)

When given a question about an item or activity which is not present and requires a yes/no answer, STUDENT will say or nod yes/no
correctly improving intraverbals from BASELINE to at least 50 questions across ten data days as measured by staff observation, daily
Intraverbal Answers with yes/no tasks, and data records.

When given a question to identify several items which meet at least two specific criteria (e.g., some farm animals), STUDENT will provide
Answers "some" with 2 multiple answers (e.g., cow, pig, horse) improving intraverbals from BASELINE to at least 4 responses provided to 5 different questions
Intraverbal descriptions across three data days as measured by staff observation, daily tasks, and data records.

When given a request to describe an item, STUDENT will describe it by identifying what you do with the item, some of its features,
and/or its classification (e.g., a horse is an animal that lives on a farm, says neigh, and has a tail) improving intraverbals from BASELINE to
describing at least 20 items stating at least 3 relevant details about the item (not including the label/name of the item) in 4 out of 5
Intraverbal Describes item opportunities on three data days as measured by staff observation, daily tasks, and data records.

When given a request to state what happens before or after an activity (e.g., what do you do before you go to bed?), STUDENT will
Describes steps answer correctly (e.g., brush my teeth) improving intraverbals from BASELINE to stating steps both before and after for 10 different
Intraverbal before/after activities across three data days as measured by staff observation, daily tasks, and data records.

Answers questions When given a question concerning past and upcoming events, STUDENT will answer the question improving wh- question answering
about upcoming/past from BASELINE to answers regarding past and future events over a month away in 4 out of 5 opportunities across 3 data collections as
Intraverbal events measured by staff observation, daily tasks, and data records.

When given an opportunity to have a conversation with a partner, STUDENT will maintain a conversation on a single topic improving
conversation skills from BASELINE to five exchanges in on least 10 different topics including asking at least one questions across 3 data
Intraverbal Maintains conversation collections as measured by staff observation, daily tasks, and data records.

When given a question concerning current events (e.g., What do we do on the 4th of July?), STUDENT will answer the question correctly
Answers questions improving intraverbals from BASELINE to at least 20 questions across five data days as measured by staff observation, daily tasks, and
Intraverbal about current events data records.

Answers questions with When given a question regarding a variety of topics in a group (e.g., circle time), STUDENT will provide multiple answers correctly
multiple responses in improving intraverbals from BASELINE to at least 2 comments for at least 3 topics in a 20-minute discussion on three data days as
Intraverbal group discussions measured by staff observation, daily tasks, and data records.

When given a request to tell a story or describe an event concerning a single topic (e.g., tell me about the zoo), STUDENT will describe
the event with at least five separate components improving intraverbals from BASELINE to at least five descriptions of events or stories
Intraverbal Tells story that contain at least 5 components across three data days as measured by staff observation, daily tasks, and data records.

When given an opportunity (natural or contrived) to participate in an ongoing conversation, STUDENT will spontaneously add or make
Spontaneous appropriate related comments without prompts improving requesting from BASELINE to at least 10 times per day on three consecutive
Intraverbal conversation data days as measured by staff observation, daily tasks, and data records.
Category Subcategory Goal
When given an opportunity to play with toys, STUDENT will allow adults and children to be near them while playing with toys and
Allows others to touch occasionally manipulate toys during the interaction improving play and leisure skills from BASELINE to 4 out of 5 consecutive
Play toys opportunities on three consecutive data days as measured by staff observation, daily tasks, and data records.

When given an opportunity to play outside, STUDENT will engage in appropriate independent outdoor activities (e.g., shoot basketball,
Independent outdoor use slides, sandbox) improving play and leisure skills from BASELINE to at least 3 activities for at least 15 minutes each across three
Play activities consecutive data days as measured by staff observation, daily tasks, and data records.

When given an opportunity to engage in an independent, indoor leisure activity, STUDENT will independently select and maintain play
Independent indoor improving play and leisure skills from BASELINE to at least 3 activities for at least 15 minutes as measured by staff observation, daily
Play activities tasks, and data records.

When given an opportunity to play with toys, STUDENT will actively play with toys as designed improving play and leisure skills from
Plays with toys as BASELINE to at least two toys as designed without prompts for 10 minutes on three consecutive data days as measured by staff
Play designed observation, daily tasks, and data records.

When given an opportunity to engage in toys, STUDENT will engage in verbal behavior while playing improving play and leisure skills
Independent play with from BASELINE to at least 10 verbal responses in a 20-minute period across 3 data collection days as measured by staff observation, daily
Play verbal behavior tasks, and data records.

When given an opportunity to play with toys consistent with an identifiable theme (e.g., cooking implements, dolls, action figures),
Plays with toys related STUDENT will engage in related play improving play skills from BASELINE to at least 5 activities with 5 different toys over 3 data
Play to a theme collections as measured by staff observation, daily tasks and data records.
Plays interactively with When given an opportunity to play with a peer, STUDENT will engage in interactive play activities improving play skills from BASELINE to
Play peers 10 minutes over 3 data collections as measured by staff observation, daily tasks and data records.

When given an opportunity to play, STUDENT will act out roles of characters or activities improving play skills from BASELINE to
pretending to be or do at least 10 characters or activities for 10 minutes over 3 data collections as measured by staff observation, daily
Play Sociodramatic play tasks and data records.

When given an opportunity to play with a peer, STUDENT will ask for items and actions, label items and actions, and make other related
Plays with toys AND comments while engaging in play activity improving social interactions from BASELINE to at least 10 verbal responses to the peer in a 10
Play talked with peers minute period in 4 out of 5 opportunities across 3 data collections as measured by staff observation, daily tasks, and data records.

When given an opportunity to play a ball game (e.g., rolling, throwing, kicking), STUDENT will independently play a simple game
improving play and leisure skills from BASELINE to at least three ball actions with a peer for up to 5 exchanges on three consecutive data
Play Plays simple ball game days as measured by staff observation, daily tasks, and data records.

When given an opportunity to play with a peer, STUDENT will allow peers to guide a coordinated play activity (follow directions from
Coordinated play with peer) improving play skills from BASELINE to following both stated and implied directions from peers in at least four play activities in 4
Play peer out of 5 opportunities across 3 data collections as measured by staff observation, daily tasks, and data records.

When given an opportunity to play a motor game with a peer, STUDENT will play an interactive game that requires attending to the
actions of others and adjusting participation based on peer behavior (e.g., tag, duck, duck goose) improving play and leisure skills from
BASELINE to at least 3 interactive games without assistance for at least 10 minutes across three consecutive data days as measured by
Play Interactive motor game staff observation, daily tasks, and data records.

When given an opportunity to play a board game with a peer, STUDENT will play the game independently improving social interactions
from BASELINE to at least three board games without assistance across three consecutive data days as measured by staff observation,
Play Board game daily tasks, and data records.

When given an opportunity to be near a peer, STUDENT will engage in appropriate interaction behavior while in close proximity (without
engaging in maladaptive behaviors) improving social interactions from BASELINE to at least 30 minutes on three consecutive data days
Social Interactions Appropriate near peer as measured by staff observation, daily tasks, and data records.

When given a natural opportunity to observe others, STUDENT will attend to or show an interest in the physical and verbal behavior of
peers (e.g., watches friends play with a toy, turns head toward friend when they speak) improving social interactions from BASELINE to
Shows interest in orienting body and/or head towards a peer to attend to physical and verbal behavior in 4 out of 5 opportunities at least 10 times a day
Social Interactions others on three consecutive data days as measured by staff observation, daily tasks, and data records.

Looks at others to When given a preferred and reinforcing action or activity and an interruption, STUDENT will look at the person (in anticipation) to start
start/continue or continue the interaction or action that will produce a desired outcome improving joint attention from BASELINE to 4 out of 5
Social Interactions interaction opportunities on three consecutive data days as measured by staff observation, daily tasks, and data records.

Physically approaches When given an opportunity to engage with a peer, STUDENT will approach and attempt to physically engage others in interactions even
others for social when the other person does not have a reinforcing item improving social interaction from BASELINE to approaching and interacting at
Social Interactions interaction least 5 times a day across 3 data collections as measured by staff observation, daily tasks, and data records.

When given an opportunity to imitate a peer, STUDENT will attend to and imitate the physical and verbal behavior of the peer (e.g.,
making arm movements while singing) improving social interactions from BASELINE to imitating multiple-step sequences of motor and
verbal behaviors exhibited by peers in 4 out of 5 opportunities on three consecutive data days as measured by staff observation, daily
Social Interactions Imitates peers tasks, and data records.

When given a greeting from a familiar person, STUDENT will return the greeting (verbal or non-verbal) within 5 seconds independently
improving greetings from BASELINE to returning greetings from peers without prompts in 4 out of 5 opportunities across three
Social Interactions Returns greetings consecutive data days as measured by staff observation, daily tasks, and data records.

When given an opportunity to engage with a peer, STUDENT will respond appropriately to the attempts of the peer to engage in an
Responds to interaction (e.g., play with a toy or game, participate in an outdoor activity) improving social interactions from BASELINE to readily going
approaches from along with interactions initiated by peers in positive situations in 4 out of 5 opportunities across 3 data collections as measured by staff
Social Interactions others observation, daily tasks, and data records.

When given an opportunity to share an item, STUDENT will allow others to use items, ask for items they need, and offer items they see
Shares (gives and someone else needs improving social interactions from BASELINE to 4 out of 5 opportunities on 3 data collections as measured by staff
Social Interactions receives item) observation, daily tasks, and data records.

When given an opportunity to seek another person’s attention (e.g., “watch me,” “look what I did”), STUDENT will initiate an interaction
and then look to see a partner is watching before engaging in an action improving active attention seeking from BASELINE to at least 3
Social Interactions Active attention seeking times a day across 3 data collections as measured by staff observation, daily tasks, and data records.
 When given an environmental cue to label something for someone, STUDENT will name the item for peer or adult improving social
interactions from BASELINE to labeling multiple items for at least 3 peers or adults without prompts across 3 data collections as
Social Interactions Labels items for others measured by staff observation, daily tasks, and data records.

When given an environment cue to initiate a greeting, STUDENT will appropriately initiate a greeting (verbal or non-verbal) within 5
seconds improving social interactions from BASELINE to greeting peers without prompts at least 3 times per day on three data days as
Social Interactions Initiates greetings measured by staff observation, daily tasks, and data records.

When given an opportunity to join an ongoing activity, STUDENT will approach peers and join activity improving social interactions from
BASELINE to spontaneously joining peers without prompting at least 3 times in a [school] day on 3 data collection days as measured by
Social Interactions Joins peers in activity staff observation, daily tasks, and data records.

Adjusts behavior When given a peer's changing behavior during a task-related activity, STUDENT will observe the change in the peer and adjust behavior
according to peers' accordingly (e.g., stops walking when peers stop) improving social interactions from BASELINE to 4 out of 5 opportunities on 3 data
Social Interactions behavior collections as measured by staff observation, daily tasks, and data records.
States what others When given a cue to state a peer’s likes/dislikes, STUDENT will state at least 2 likes and 2 dislikes improving peer awareness from
Social Interactions like/dislike BASELINE to 4 out of 4 peers over 3 data collections as measured by staff observation, daily tasks and data records.

When given an opportunity to deliver a message, STUDENT will go to a person and repeat a short message improving social interactions
from BASELINE to finding person, getting attention, delivering a 4-word message in an adjoining room in 4 out of 5 opportunities across
Social Interactions Delivers message 3 data collections as measured by staff observation, daily tasks, and data records.

Waits for break in When given an opportunity to enter a conversation, STUDENT will wait for a break in an on-going conversation before attempting to
conversation to speak with one of the people involved improving social conversation from BASELINE to 4 out of 5 opportunities across 3 data collections
Social Interactions interrupt as measured by staff observation, daily tasks, and data records.

When given a structured setting and a selected topic, STUDENT will engage in a back and forth conversation exchange with one person
improving conversation skills from BASELINE to at least 3 exchanges on at least 5 different topics with adult and peer (separately) in 4
Social Interactions Holds conversation out of 5 opportunities across 3 data collection days as measured by staff observation, daily tasks, and data records.

When given an opportunity to ask for information, STUDENT will spontaneously ask both peers and adults for information improving
social interactions from BASELINE to at least 5 times a day on 3 consecutive data collection days as measured by staff observation, daily
Social Interactions Asks for information tasks, and data records.

Gets attention of When given an opportunity to present instruction to someone else, STUDENT will get and maintain that person's attention prior to
another before presenting the instruction (e.g., call's name, taps shoulder, moves in line of sight) improving social interactions from BASELINE to at least
Social Interactions delivering information 5 times a day on 3 consecutive data collection days as measured by staff observation, daily tasks, and data records.

When given a hypothetical peer situation or conflict (e.g., movie, book, or drawing), STUDENT will identify what the situation is, what the
Hypothetical social characters are doing, and what impact their actions will have on other characters improving social cognition from BASELINE to 4 out of 5
Social Interactions scenarios scenarios involving complex social conflicts across 3 data days as measured by staff observation, daily tasks, and data records.

When given a peer conflict and teacher coaching, STUDENT will list or draw the situation in a behavior map format (what happened
before, what the conflict was, what the expected and unexpected behaviors are and their results) improving social cognition from
Social Interactions Peer conflict debrief BASELINE to 3 out of 3 opportunities across 5 consecutive data days as measured by staff observation, daily tasks, and data records.

When given a peer conflict, STDUENT will engage in cooperative drawing to describe the situation with a preferred adult at least 2 hours
Cooperative drawing after the incident has resolved improving conflict resolution from BASELINE to willingly participating in the drawing and discussion in 4
Social Interactions debrief out of 5 opportunities across 10 data days as measured by staff observation, daily tasks, and data records.

When given an unstructured peer opportunity (e.g., recess), STUDENT will engage in and sustain a peer interaction in a less-preferred
activity (e.g., [add examples here]) improving peer relationships from BASELINE to a duration of at least 10 minutes in 4 out of 5
Social Interactions Non-preferred activity opportunities across 3 data days as measured by staff observation, daily tasks, and data records.