Description
This resource is designed to build object permanence—a foundational cognitive milestone essential for early learning and communication. These 21 task cards present engaging visual scenarios where objects are hidden in various locations, and the learner must determine where the object went. Cards are grouped by field size (2, 3, and 4 choices) to support graduated skill building.
Perfect for early intervention, preschool classrooms, ABA therapy, and home programs!
Skill Areas Addressed
- Object tracking and search behavior
- Early inferencing and visual discrimination
- Foundational learning-to-learn behaviors
Assessment Alignment:✅ VB-MAPP
While object permanence is not directly assessed in VB-MAPP, it is a prerequisite skill for:
- Level 1 Manding (e.g., requesting items that are not visible)
- Listener Responding (e.g., following directions involving hidden items)
- Visual Perceptual Skills (e.g., locating or identifying items not immediately present)
This resource supports learners who are not yet ready for VB-MAPP milestones by strengthening core cognitive and attention skills necessary for communication and responding.
✅ PEAK (Direct Training Module)
These task cards complement early PEAK programs such as:
- DT-6: Object Discrimination
- DT-11: Identifying Missing Items
- DT-13: Matching and Tracking Stimuli
The cards promote object permanence, visual scanning, and discrimination, which are foundational for more advanced relational learning in PEAK-DT and later symbolic tasks in PEAK-E.
✅ ABLLS-R
These cards support skill development relevant to:
- G3 – Searches for hidden objects (Play and Leisure domain)
- B – Visual Performance Tasks (e.g., matching, locating items)
- C – Receptive Language Tasks that involve understanding item location or instructions involving out-of-sight objects
The tasks also encourage attention, engagement, and reinforcement of generalized problem-solving behaviors.
Why Teach Object Permanence?
Object permanence is a critical building block for language, social engagement, and learning. Without it, children may not:
- Search for items that disappear
- Request things that are out of sight
- Anticipate cause-and-effect or follow routines involving transitions
These cards make learning object permanence fun, accessible, and structured, while bridging to core curricula used in ABA and early education.
Highlights
Description
This resource is designed to build object permanence—a foundational cognitive milestone essential for early learning and communication. These 21 task cards present engaging visual scenarios where objects are hidden in various locations, and the learner must determine where the object went. Cards are grouped by field size (2, 3, and 4 choices) to support graduated skill building.
Perfect for early intervention, preschool classrooms, ABA therapy, and home programs!
Skill Areas Addressed
- Object tracking and search behavior
- Early inferencing and visual discrimination
- Foundational learning-to-learn behaviors
Assessment Alignment:✅ VB-MAPP
While object permanence is not directly assessed in VB-MAPP, it is a prerequisite skill for:
- Level 1 Manding (e.g., requesting items that are not visible)
- Listener Responding (e.g., following directions involving hidden items)
- Visual Perceptual Skills (e.g., locating or identifying items not immediately present)
This resource supports learners who are not yet ready for VB-MAPP milestones by strengthening core cognitive and attention skills necessary for communication and responding.
✅ PEAK (Direct Training Module)
These task cards complement early PEAK programs such as:
- DT-6: Object Discrimination
- DT-11: Identifying Missing Items
- DT-13: Matching and Tracking Stimuli
The cards promote object permanence, visual scanning, and discrimination, which are foundational for more advanced relational learning in PEAK-DT and later symbolic tasks in PEAK-E.
✅ ABLLS-R
These cards support skill development relevant to:
- G3 – Searches for hidden objects (Play and Leisure domain)
- B – Visual Performance Tasks (e.g., matching, locating items)
- C – Receptive Language Tasks that involve understanding item location or instructions involving out-of-sight objects
The tasks also encourage attention, engagement, and reinforcement of generalized problem-solving behaviors.
Why Teach Object Permanence?
Object permanence is a critical building block for language, social engagement, and learning. Without it, children may not:
- Search for items that disappear
- Request things that are out of sight
- Anticipate cause-and-effect or follow routines involving transitions
These cards make learning object permanence fun, accessible, and structured, while bridging to core curricula used in ABA and early education.
