Start IntakeMY TEAM · PRINTABLE MATERIALS
My session.
Made meaningful.
A flexible starter set for BCBAs to customize with the learner, family, and team. Use real objects and relevant routines when possible; select goals and prompts from the individualized plan.
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01 · TACT COMMON ITEMS
Everyday objects
Use these simple outline pictures as a starter set. Pair each with the real object and, when helpful, a family-approved photo. Rotate examples and accept the response mode defined by the learner’s plan. The small text is a clinician reference; show the picture alone when the label would become a prompt.
Customize: learner-relevant items to add ________________________________
02 · FEATURE · FUNCTION · CLASS
Talk about what an item does
Mix the order of questions and examples. A feature describes it, a function tells what it is used for, and a class groups related items. Teach flexible understanding, not a memorized sequence.
| Item | Feature | Function | Class |
|---|---|---|---|
| Cup | Has an opening | Holds a drink | Kitchen item |
| Shoes | Worn on feet | Protect feet | Clothing |
| Book | Has pages | Read or look at | Reading material |
| Ball | Often round | Roll or throw | Toy |
| Toothbrush | Has bristles | Clean teeth | Bathroom item |
My item: ____________________ Feature: ____________________
Function: ____________________ Class: ____________________
Different example or setting: _____________________________________
03 · EMOTIONS & COMMUNICATION
Name feelings. Make room for them.
These symbols are conversation supports, not a test of facial expression or a way to infer someone’s internal state. Offer choices, model words, and ask what would help. Respect the learner’s own description or preferred communication method.
I feel ___________________. I might need ___________________.
I can say, sign, point, or use my device to tell someone.
04 · VISUAL SCHEDULE
A plan we can change together
Use only the steps needed today. Replace generic pictures with photos or the learner’s familiar symbols if helpful, and preview changes before a transition. Offer choice and a clear way to request a break.
First ____________________ Then ____________________
My choice ____________________ Break/help ____________________
Change to the plan ___________________________________________
05 · SESSION PLANNING
Before, during, after
Learner’s goal and meaningful routine: __________________________________________
Materials or real objects: _____________________________________________________
Communication supports and choices: _________________________________________
Prompt and reinforcement plan (per clinical program): ___________________________
What to measure and how: ____________________________________________________
Generalization opportunity: __________________________________________________
Caregiver note / supervisor question: __________________________________________
Clinical use: this toolkit is illustrative, not a treatment protocol. The supervising BCBA selects targets, assessment, response definitions, prompting, safety procedures, and data collection. Avoid presenting emotions as a compliance target; follow the learner’s communication and assent.
MY ABA · Reviewed September 2026 · More staff resources