◎
Start With Foundations
Build the attention, imitation, receptive, and expressive abilities that later learning will depend on.
WHEN LEARNING HAS TO GO FURTHER
“Can They Do It?”
Is Only
The First Question
The next one is: can they use it when it matters?
Functional Skills Across the Spectrum looks at what happens after a skill is learned—how it develops into meaningful responding, back-and-forth interaction, and increasingly learner-led use.
Explore Volume 1 →
TEACH FOR WHAT COMES NEXT
Today’s Skill Should Make Tomorrow’s Skill Easier To Reach
Cristina’s framework is built around progression. Early learning creates the conditions for more complex responding, and later skills ask the learner to do more with what they already know.
↔
Increase the Demand Carefully
Move from simpler responses toward more complex exchanges only when the earlier pieces are in place.
↗
Create Room for Learner-Led Behavior
The progression eventually shifts from responding to others toward actions and communication the learner begins independently.
WHEN THE RESPONSE CHANGES
Learning Grows When The Learner Has To Do Something New With It
Imitation
Where observation begins turning into learning.
Reciprocation
Building the back-and-forth rhythm of meaningful interaction.
Initiation
Supporting learners in starting interactions with purpose.
THE WORK DOESN’T END AT “CORRECT”
What Matters Is What The Skill Can Do Next
When a learner can carry a skill into a new moment, respond without simply copying, or begin without being cued, learning starts to become functional.
Use It Differently
Respond to Others
Begin Independently
See What’s Inside →