1 Syllable Echoics
1 Syllable Echoics

1 Syllable Echoics

Below is a general skill sequence for teaching learners how to echo basic sounds.

This skill area targets more complex echoic blends and sounds than those featured in the Intro to Echoics skill sequences. These targets consist (mostly) of single syllable consonant vowel blends. The learner will likely need to be fluent in following gestures (proximal points). They will also need to be capable of echoing the most basic sounds.

How this skill area relates to your assessments!

This skill area aligns with various assessments and their respective domains, with milestone and domain codes provided for reference. Additionally, DSM-5 diagnostic criteria for Autism are included to help clinicians identify how this skill area potentially supports medical necessity in relation to the diagnosis.

VB-MAPP (Verbal Behavior Milestones Assessment and Placement Program)

  • Mand, M 1-M, Emits 2 mands with echoic or imitative prompt(no physical prompts)
  • Echoic, E 5-M, Scores at least 25 on the EESA subtest (at least 20 from group 1)

AFLS (Assessment of Functional Living Skills)

  • Basic Communication, BC6, Requests help
  • Social Awareness & Manners, SA1, Returns appropriate greetings

DSM-V Diagnostic Criteria for Autism

  • A1, Deficits in social-emotional reciprocity, ranging, for example, from abnormal social approach and failure of normal back-and-forth conversation; to reduced sharing of interests, emotions, or affect; to failure to initiate or respond to social interactions.

CDC’s Developmental Milestones

  • 9 Months, Language/Communication, Makes different sounds like “mamamama” and “babababa”
  • 15 Months, Language/Communication, Tries to say one or two words besides “mama” or “dada” like “ba” for ball or “da” dog

Treatment Plan Goal Ideas

Treatment plan goal ideas for this particular skill area are as follows:

Learner will accurately echo three basic /m/ sounds when a modeled sound is provided.

Learner will accurately echo five basic /oo/ sounds when a modeled sound is provided.

Learner will accurately echo five basic /ahh/ sounds when a modeled sound is provided.

Learner will accurately echo five basic /ee/ sounds when a modeled sound is provided.

Learner will accurately echo 25 basic consonant-vowel sounds when a modeled sound is provided.

Component Skills

Your learner may need to be fluent in these component skills first before introducing this goal/skill area. Component skills for this skill sequence may include skill areas that are fundamental to other areas. Fluency in the skill areas listed below may increase the likelihood that your learner will succeed in this skill sequence and those afterward.

Following GesturesFollowing GesturesImitates Actions with Preferred ItemsImitates Actions with Preferred ItemsImitates Actions During Familiar RoutinesImitates Actions During Familiar RoutinesImitation with Uni-Functional ToysImitation with Uni-Functional ToysImitates Gross Motor ActionsImitates Gross Motor ActionsImitates Fine Motor ActionsImitates Fine Motor ActionsImitates Oral Motor ActionsImitates Oral Motor ActionsIntro to EchoicsIntro to Echoics

Skill Possibilities

Below is a possible skill sequence for working on increasing your learner’s ability to echo 1 syllable sounds. Note that every learner is different and that you likely will need to tweak and vary some programming to their needs. Click the triangle icon to view the full description for each skill in the sequence/area.

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#1 Echoes “mah”
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#2 Echoes “fff”
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#3 Echoes “ohh”
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#4 Echoes “bah”
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#5 Echoes “pah”
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#6 Echoes “wah”
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#7 Echoes “boo”
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#8 Echoes “moo”
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#9 Echoes “woo”
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#10 Echoes “hoo”
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#11 Echoes “poo”
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#12 Echoes “new”
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#13 Echoes “bee”
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#14 Echoes “mee”
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#15 Echoes “wee”
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#16 Echoes “pee”
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#17 Echoes “hee”
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#18 Echoes “nee”
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#19 Echoes “tuh”
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#20 Echoes “tee”
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#21 Echoes “koo”
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#22 Echoes “kuh”
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#23 Echoes “aye”
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#24 Echoes “kee”
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#25 Echoes “fuh”
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#26 Echoes “fah”
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#27 Echoes “foo”
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#28 Echoes “too”
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#29 Echoes “doo”
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#30 Echoes “un”

Concurrent Skills

Working on these skills at the same time could help with goal mastery. Maybe your learner has mastered these skills already. Perhaps they are already listed as component skills above. That’s okay! Targeting other learning channels might help your learner.

Performs Gross Motor Action (LR)Performs Gross Motor Action (LR)Imitates Oral Motor ActionsImitates Oral Motor ActionsEchoic-to-Mand TransfersEchoic-to-Mand Transfers

Composite Skills

These are the possible next steps for learners who have mastered, or are mastering, the skills listed above. Note that new skill areas may require fluency in other component skills not listed above. Also, you can introduce composite skill sequences prematurely to keep your learner progressing, as generativity may occur earlier than expected.

2-Syllable Echoics2-Syllable Echoics

Follow the link below to better understand component-composite analysis.

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Research and Resources
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