This document outlines goals and procedures for teaching several skills to students with autism spectrum disorder. It includes goals for a student to learn to skip count by 10s to 100 using a hundreds chart, write complete simple sentences, request a sensory break using a picture symbol, ask to go to the bathroom verbally and with sign language, and wash hands before eating snack. The document provides details on instructional procedures, prompting hierarchies, data collection, maintenance and generalization for each goal.

1. ACADEMIC: SKIP COUNT BY 10s TO 100
Learner: Henry, age 8, has a diagnosis of ASD and is learning in both an inclusive general education 2nd
grade classroom and a resource classroom.
SD: Upon presenting Henry with a hundreds chart,
his teacher or aid says, “Let’s skip count to 100.”
Goal Behavior: Henry verbally skip counts by 10s
to 100 using hundreds chart.
Conditions: When his teacher or aid presents him with a hundreds chart and asks him to skip count to
100 during one-on-one instruction, Henry will verbally skip count by 10s to 100 by touching and saying
the appropriate numbers on the hundreds chart.
Criteria: By the end of the grading period, Henry will correctly verbally skip count by 10s to 100 using
the hundreds chart with no more than one verbal prompt in two out of three opportunities per session
for five consecutive sessions.
Materials: Laminated hundreds chart, dry erase marker, counting activity as assigned by teacher/aid
Instructional Procedure: Use sequenced discrete trial training three times per week in one-on-one
instruction in resource classroom. The criteria for moving from one target to the next in the sequence
will be Henry’s successful completion of the current target with one verbal prompt in two out of three
opportunities per session for five consecutive sessions.
PROMPTING, MAINTENANCE, GENERALIZATION, & REINFORCEMENT PROCEDURES
Prompting: Start with minimal gestural and verbal prompting. Fade to verbal prompting over five
sessions at each target.
Maintenance: Weekly for one month after Henry meets criteria for achieving goal behavior, check to
see if Henry can complete the two out of three successful opportunities with no more than one verbal
prompt in one session. If he can, offer reinforcement. If he cannot, resume the instructional procedure
until he again meets the criteria for achieving the goal behavior. After one month of successful
maintenance, archive the behavior.
Generalization: Henry will generalize this behavior to small and whole group counting activities in the
general education classroom.
Reinforcement: Use CRF1 with praise and high-fives. Thin to VR3 after five sessions at each target.
DATA SHEET
Date Target in Sequence Level of Prompt
Opportunities
Completed
Successfully
Comments
1 2 3 0 1 2 3
Target 1: Touch and say circled numbers
on hundreds chart
Target 2: Touch and say appropriate
numbers on hundreds chart
I=Independent V=Verbal G=Gestural NR=No Response

2. ACADEMIC: WRITE COMPLETE SIMPLE SENTENCES
Learner: Maud, age 11, has a diagnosis of ASD and is learning in both an inclusive general education 5th
grade classroom and resource classroom.
SD: Maud’s teacher or aid says, “Let’s write a
sentence.”
Goal Behavior: Maud writes a complete simple
sentence.
Conditions: When her teacher or aid asks her to write a sentence during one-on-one instruction, Maud
will write a complete simple sentence that has a capitalized first letter, includes both a subject and a
verb, has words arranged in order so that they make sense, makes a complete thought, and ends with
appropriate punctuation.
Criteria: By the end of the grading period, Maud will correctly write a complete simple sentence with
repeated verbal prompting three out of five opportunities per session over five consecutive sessions.
Materials: #2 or mechanical pencil and paper OR computer with word processor
Instructional Procedure: Use direct instruction, task analysis, and forward chaining three times per
week in one-on-one instruction in the resource classroom. The criteria for moving from one step to the
next in the chain will be Maud’s successful completion of the current step with repeated verbal
prompting in three out of five opportunities per session over three consecutive sessions.
PROMPTING, MAINTENANCE, GENERALIZATION, & REINFORCEMENT PROCEDURES
Prompting: Start with verbal and visual prompting. Fade to verbal prompting over three sessions at
each step in the chain.
Maintenance: Weekly for one month after Maud meets criteria for achieving goal behavior, check to
see if she can complete the three out of five successful opportunities with repeated verbal prompting in
one session. If she can, offer reinforcement. If she cannot, resume the instructional procedure until she
again meets the criteria for achieving the goal behavior. After one month, archive the behavior.
Generalization: Maud will generalize this behavior to small and whole group writing activities in the
general education classroom.
Reinforcement: Use CRF1 with praise and high-fives. Thin to FR2 after three sessions at each step.
DATA SHEET
Date Step in Chain Level of Prompt
Opportunities
Completed
Successfully
Comments
1 2 3 4 5 0 1 2 3 4 5
Step 1: Think of a topic to write about
Step 2: Choose a subject and a verb
Step 3: Capitalize the first letter
Step 4: Arrange words in an order that
makes sense
Step 5: Does the sentence make a
complete thought?
Step 6: End with punctuation
I=Independent V=Verbal V=Visual NR=No Response

3. COMMUNICATION: REQUEST A SENSORY BREAK
Learner: Otis, age 5, has a diagnosis of ASD and is learning in an inclusive general education
kindergarten classroom.
SD: Otis’ teacher says, “Time for a break.”
Goal Behavior: Otis uses a picture symbol to
request a sensory break.
Conditions: When Otis’ teacher or aid tells him it is time for a break, he will request a sensory break by
locating the picture symbol, reaching out his arm to touch the picture symbol, and waiting for a sensory
activity.
Criteria: By the end of the year, Otis will correctly request a sensory break with no more than one
verbal and one gestural prompt in five consecutive trials.
Materials: Picture symbol, sensory activity
Instructional Procedure: Use task analysis and forward chaining naturalistically in the general
education classroom. The criteria for moving from one step to the next in the chain will be Otis’
successful completion of the current step with no more than one verbal and one gestural prompt in
three consecutive trials.
PROMPTING, MAINTENANCE, GENERALIZATION, & REINFORCEMENT PROCEDURES
Prompting: Start with partial physical, gestural, and verbal prompting to remind Otis that he should
request a break and have him touch the picture symbol. Fade to verbal and gestural prompting over five
trials at each step in the chain.
Maintenance: Continually monitor whether Otis is using the picture symbol to request a break. If he
does not use the picture symbol to request a break, resume instructional procedure until he again meets
the criteria for successfully achieving the goal behavior.
Generalization: Otis will generalize this behavior to his home as well as extracurricular programs.
Reinforcement: Use CRF1 with small sugar-free snacks, praise, and high-fives. Thin to FR2 after five
trials at each step in the chain and to VR5 once in maintenance.
DATA SHEET
Date Step in Chain Level of Prompt
Opportunity Completed
Successfully (Yes/No)
Comments
Step 1: Look at picture symbol
Step 2: Reach arm toward symbol
Step 3: Touch symbol with
hand/finger
Step 4: Wait for sensory activity
I=Independent V=Verbal G=Gestural PP=Partial Physical NR=No Response

4. COMMUNICATION: ASK TO GO TO THE BATHROOM
Learner: Penelope, age 9, has a diagnosis of ASD and is learning in an inclusive general education 3rd
grade classroom.
SD: Penelope’s teacher says, “Do you need to go to
the bathroom?”
Goal Behavior: Penelope signs and says, “Can I go
to the bathroom?”
Conditions: When Penelope’s teacher or aid asks if she needs to go to the bathroom, she will ask if she
can go to the bathroom both verbally and with a signed gesture.
Criteria: By the end of the grading period, Penelope will correctly sign and gesture, “Can I go to the
bathroom?”, with no more than one verbal prompt in five consecutive trials.
Materials: None
Instructional Procedure: Use sequenced discrete trial training naturalistically in the general
education classroom. The criteria for moving from one target to the next in the sequence will be
Penelope’s successful completion of the current target with no more than one verbal prompt in three
consecutive trials.
PROMPTING, MAINTENANCE, GENERALIZATION, & REINFORCEMENT PROCEDURES
Prompting: Start with modeling and verbal prompting, fading to verbal prompting over three trials at
each step in the chain.
Maintenance: Continually monitor whether Penelope is signing and verbally asking to go to the
bathroom. If she does not correctly use the sign and verbalize, resume instructional procedure until she
again meets the criteria for successfully achieving the goal behavior.
Generalization: Penelope will generalize this behavior to her home as well as extracurricular
programs.
Reinforcement: Use CRF1 with praise, and high-fives. Thin to VR3 after three trials at each target and
to FR5 once in maintenance.
DATA SHEET
Date Target in Sequence Level of Prompt
Opportunity Completed
Successfully (Yes/No)
Comments
Target 1: Sign “Can I go to the
bathroom?
Target 2: Verbalize “Can I go to the
bathroom?”
I=Independent V=Verbal M=Modeling NR=No Response

5. DAILY LIVING: WASH HANDS BEFORE TOUCHING FOOD
Learner: Doug, age 6, has a diagnosis of ASD and is learning in an inclusive general education 1st grade
classroom.
SD: Doug’s teacher says, “Time to get ready for
snack.”
Goal Behavior: Doug washes his hands before
touching his food.
Conditions: When Doug’s teacher or aid tells him it is time to get ready for snack, he will wash his
hands with soap and water and dry them with a paper towel before his teacher or aid gives him his
snack.
Criteria: By the end of the year, Doug will correctly wash his hands before touching his snack with no
more than one verbal and one gestural prompt in five consecutive trials.
Materials: Sink, soap, paper towels, trash can, snack
Instructional Procedure: Use task analysis and forward chaining naturalistically in the general
education classroom. The criteria for moving from one step to the next in the chain will be Doug’s
successful completion of the current step with no more than one verbal and one gestural prompt in
three consecutive trials.
PROMPTING, MAINTENANCE, GENERALIZATION, & REINFORCEMENT PROCEDURES
Prompting: Start with partial physical, gestural, and verbal prompting to remind Otis to wash his
hands and assist him in doing so. Fade to verbal and gestural prompting over five trials at each step in
the chain.
Maintenance: Continually monitor whether Doug is washing his hands before touching his snack. If he
does not wash his hands correctly before touching his snack, resume instructional procedure until he
again meets the criteria for successfully achieving the goal behavior.
Generalization: Doug will generalize this behavior to his home as well as extracurricular programs.
Reinforcement: Use CRF1 with praise and high-fives. Thin to VR3 after five trials at each step in the
chain and to FR5 once in maintenance.
DATA SHEET
Date Step in Chain Level of Prompt
Opportunities Completed
Successfully (Yes/No)
Comments
Step 1: Orient to sink
Step 2: Turn knob to turn off water
Step 3: Hold hands under water for
five seconds
Step 4: Place left hand under soap
dispenser and pump twice with right
hand
Step 5: Rub soap all over hands for
ten seconds
Step 6: Rinse all soap off of hands
Step 7: Turn knob to turn off water
Step 8: Dry hands with paper towel
Step 9: Throw paper towel away
Step 10: Wait for snack
I=Independent V=Verbal G=Gestural PP=Partial Physical NR=No Response

6. DAILY LIVING: BRUSHING TEETH
Learner: Frank, age 8, has a diagnosis of ASD and has regular one-on-one sessions with a BCBA.
SD: Frank’s parent or BCABA says, “Brush your
teeth until the timer goes off.”
Goal Behavior: Frank brushes his teeth
independently for two minutes.
Conditions: When Frank’s parent or BCBA tells him to brush his teeth, he will wet his manual
toothbrush, put toothpaste on the toothbrush, set a two-minute timer, brush until the timer goes off, spit
the toothpaste into the sink, and rinse his toothbrush.
Criteria: By the end of the year, Frank will correctly brush his teeth for two minutes after eating
breakfast and before going to bed with no more than one verbal prompt for three consecutive days.
Materials: Sink, toothbrush, toothpaste, two-minute timer
Instructional Procedure: Use discrete trial training, task analysis, and forward chaining twice daily at
home. The criteria for moving from one step to the next in the chain will be Frank’s successful
completion of the current step with no more than one verbal prompt in two consecutive trials.
PROMPTING, MAINTENANCE, GENERALIZATION, & REINFORCEMENT PROCEDURES
Prompting: Start with modeling, gestural, and verbal prompting. Fade to verbal prompting over four
trials at each step in the chain.
Maintenance: Once weekly for a month after he achieves the goal behavior, check to be sure Frank is
meeting the criteria for successful completion. If he does, praise him. If he does not,, resume
instructional procedure until he again meets the criteria for successfully achieving the goal behavior.
Generalization: Frank will generalize this behavior to overnight stays at the homes of other family
members or friends.
Reinforcement: Use CRF1 with praise and high-fives. Thin to VR3 after four trials at each step in the
chain.
DATA SHEET
Date Step in Chain Level of Prompt
Opportunities Completed
Successfully (Yes/No)
Comments
Step 1: Wet toothbrush
Step 2: Put toothpaste on toothbrush
Step 3: Set two-minute timer
Step 4: Brush teeth until timer goes
off
Step 5: Spit toothpaste into sink
Step 6: Rinse toothbrush
I=Independent V=Verbal G=Gestural M=Modeling NR=No Response

7. SOCIALIZATION: SHAKE HANDS
Learner: Charlie, age 13, has a diagnosis of ASD and is learning in an inclusive general education 8th
grade classroom.
SD: Charlie’s teacher or aid holds out hand and
says, “Nice to meet you.”
Goal Behavior: Charlie shakes hands with
whomever greets him.
Conditions: When Charlie’s teacher holds out his/her hand and says, “Nice to meet you,” Charlie will
shake his/her hand.
Criteria: By the end of the year, when Charlie’s teacher holds out his/her hand and says, “Nice to meet
you,” Charlie will correctly shake his teacher or aid’s hand without any additional prompting in ten
consecutive trials.
Materials: None
Instructional Procedure: Use discrete trial training, task analysis, and forward chaining
naturalistically in the general education classroom.
PROMPTING, MAINTENANCE, GENERALIZATION, & REINFORCEMENT PROCEDURES
Prompting: Start with minimal partial physical, gestural, and verbal prompting. Fade to verbal
prompting over two weeks and to no prompting over one month.
Maintenance: Continually present Charlie with the opportunity to shake hands and monitor whether
he does it correctly. If he does, praise him. If he does not, resume instructional procedure until he again
meets the criteria for successfully achieving the goal behavior.
Generalization: Charlie will generalize this behavior to other situations and settings, such as saying
goodbye or greeting family friends.
Reinforcement: Use CRF1 with praise, and high-fives. Thin to FR2 after five trials and to FR5 once in
maintenance.
DATA SHEET
Date Step in Chain Level of Prompt
Opportunities Completed
Successfully (Yes/No)
Comments
I=Independent V=Verbal G=Gestural PP=Partial Physical NR=No Response

8. SOCIALIZATION: SAY “YOU’RE WELCOME”
Learner: Charlotte, age 4, has a diagnosis of ASD and has regular one-on-one sessions with a BCBA.
SD: Charlotte’s BCBA or parent says, “Thank you.”
Goal Behavior: Charlotte verbalizes, “You’re
welcome,” when someone tells her, “Thank you.”
Conditions: When Charlotte’s BCBA or parent says, “Thank you,” she will respond by verbalizing,
“You’re welcome.”
Criteria: By the end of the year, Charlotte will verbalize, “You’re welcome,” with no prompting beyond
the BCBA or parent saying, “Thank you,” when given the opportunity in five consecutive trials.
Materials: None
Instructional Procedure: Use direct instruction and discrete trial training naturalistically in the home
whenever appropriate.
PROMPTING, MAINTENANCE, GENERALIZATION, & REINFORCEMENT PROCEDURES
Prompting: Start with verbal prompting. Fade to no prompting over one month.
Maintenance: Continually monitor whether Charlotte says, “You’re welcome,” when appropriate. If she
does not, resume instructional procedure until she again meets the criteria for successfully achieving
the goal behavior.
Generalization: Charlotte will generalize this behavior to other social situations, responding, “You’re
welcome,” to anyone that tells her, “Thank you.”
Reinforcement: Use CRF1 with iPad time, praise, and high-fives. Thin to VR3 after two weeks and to
FR5 once in maintenance.
DATA SHEET
Date Target Behavior Level of Prompt
Opportunities Completed
Successfully (Yes/No)
Comments
I=Independent V=Verbal NR=No Response

9. MOTOR SKILLS: CORRECTLY HOLDING A PENCIL
Learner: Arthur, age 6, has a diagnosis of ASD and is learning in an inclusive general education
kindergarten classroom.
SD: Arthur’s teacher says, “Hold your pencil like
this.”
Goal Behavior: Arthur holds his pencil correctly.
Conditions: When his teacher asks him to, “Hold your pencil like this,” Arthur will grip it correctly with
his thumb, pointer, and middle fingers.
Criteria: By the end of the grading period, Arthur will hold his pencil correctly without prompting in
three out of five consecutive trials.
Materials: Pencil, paper, writing activity as assigned by teacher
Instructional Procedure: Use direct training naturalistically in the general education classroom.
PROMPTING, MAINTENANCE, GENERALIZATION, & REINFORCEMENT PROCEDURES
Prompting: Start with partial physical, modeling, and verbal prompting to remind Arthur to hold his
pencil correctly and assist him in doing so. Fade to verbal prompting over two weeks and to no
prompting over one month.
Maintenance: Continually monitor whether Arthur is holding his pencil correctly. If he does not,
resume instructional procedure until he again meets the criteria for successfully achieving the goal
behavior.
Generalization: Arthur will generalize this behavior to all academic and other applicable situations.
Reinforcement: Use CRF1 with praise, and high-fives. Thin to FR2 after two weeks and to FR5 once in
maintenance.
DATA SHEET
Date Step in Chain Level of Prompt
Opportunities Completed
Successfully (Yes/No)
Comments
I=Independent V=Verbal M=Modeling PP=Partial Physical NR=No Response

10. MOTOR SKILLS: THREADING A STRING
Learner: Margaret, age 9, has a diagnosis of ASD and is learning in an inclusive general education 4th
grade classroom as well as a resource classroom.
SD: Margaret’s teacher or aid says, “Thread the
string through the holes.”
Goal Behavior: Margaret will thread the string
correctly through the pattern.
Conditions: When Margaret’s teacher or aid tells her to thread the string through the holes, she will
thread the shoestring through the holes in the construction paper in a top/bottom pattern without
skipping over any holes.
Criteria: By the end of the grading period, Margaret will correctly thread the string through the holes
with repeated gestural prompting in three out of five opportunities per session for five consecutive
Materials: Laminated construction paper with five holes spaced one inch apart in a straight line,
shoestring
Instructional Procedure: Use direct instruction and guided practice in one-on-one instruction in the
resource classroom.
PROMPTING, MAINTENANCE, GENERALIZATION, & REINFORCEMENT PROCEDURES
Prompting: Start with modeling, gestural, and verbal prompting. Fade to gestural over ten sessions.
Maintenance: Weekly for one month after Margaret meets criteria for achieving goal behavior, check to
see if she can complete the three out of five successful opportunities with repeated gestural prompting
in one session. If she can, offer reinforcement. If she cannot, resume the instructional procedure until
she again meets the criteria for achieving the goal behavior. After one month of successful maintenance,
archive the behavior.
Generalization: Charlotte will generalize this behavior to other related skills such as lacing and tying
her shoes.
Reinforcement: Use CRF1 with praise and high-fives. Thin to FR2 over ten sessions and to VR3 once in
maintenance.
DATA SHEET
Date Step in Chain Level of Prompt
Opportunities
Completed
Successfully
Comments
1 2 3 4 5 0 1 2 3 4 5
I=Independent V=Verbal G=Gestural M=Modeling NR=No Response