Below is a general skill sequence for teaching learners how to echo basic two-syllable sounds.
This skill area targets more complex echoic blends and sounds. These targets consist (mostly) of two-syllable consonant vowel blends. The learner will likely need to be fluent in following gestures from adults (proximal points). They will also need to be capable of echoing the more basic, one-syllable 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.
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Search tags
VB-MAPP / VBMAPP: Mand 1-M · Echoic 6-M · Mand · Echoic
AFLS: BC5 · SA9 · MH21 · Basic Communication · Social Awareness · Meals at Home
DSM-5: A1 Social-Emotional Reciprocity
CDC Milestones: 18 months Language/Communication · 2 years Language/Communication
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 6-M, Scores at least 50 on the EESA subtest (at least 20 from group 2)
AFLS (Assessment of Functional Living Skills)
Basic Communication, BC5, Requests missing items needed for a task.
Social Awareness, SA9, Apologizes and corrects mistakes.
Meals at Home, MH21, Excuses self prior to reaching in front of others for food.
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
18 Months, Language/Communication Milestones, Tries to say three or more words besides “mama” or “dada”
2 Years, Language/Communication Milestones, Says at least two words together, like “More milk”
Treatment Plan Goal Ideas
Treatment plan goal ideas for this particular skill area are as follows:
Learner will accurately echo five, two-syllable sounds with a model provided.
Learner will accurately echo ten, two-syllable sounds with a model provided.
Learner will accurately echo 25, two-syllable sounds with a model 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.
Below is a possible skill sequence for working on increasing your learner’s ability to echo 2 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 “hi-ee”
How to Run
With the attention and motivation of the learner.
Instruct them to “Say ‘hi-ee’”
Learner should echo the sound.
Reinforce accordingly.
Additional Notes
Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.
Materials
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#2 Echoes “pee-mee”
How to Run
With the attention and motivation of the learner.
Instruct them to “Say ‘pee-mee’”
Learner should echo the sound.
Reinforce accordingly.
Additional Notes
Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.
Materials
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#3 Echoes “oo-ow”
How to Run
With the attention and motivation of the learner.
Instruct them to “Say ‘oo-ow’”
Learner should echo the sound.
Reinforce accordingly.
Additional Notes
Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.
Materials
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#4 Echoes “oo-un”
How to Run
With the attention and motivation of the learner.
Instruct them to “Say ‘oo-un’”
Learner should echo the sound.
Reinforce accordingly.
Additional Notes
Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.
Materials
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#5 Echoes “doo”
How to Run
With the attention and motivation of the learner.
Instruct them to “Say ‘doo’”
Learner should echo the sound.
Reinforce accordingly.
Additional Notes
Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.
Materials
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#6 Echoes “too”
How to Run
With the attention and motivation of the learner.
Instruct them to “Say ‘too’”
Learner should echo the sound.
Reinforce accordingly.
Additional Notes
Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.
Materials
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#7 Echoes “ee-um”
How to Run
With the attention and motivation of the learner.
Instruct them to “Say ‘ee-um’”
Learner should echo the sound.
Reinforce accordingly.
Additional Notes
Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.
Materials
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#8 Echoes “uh-oh”
How to Run
With the attention and motivation of the learner.
Instruct them to “Say ‘uh-oh’”
Learner should echo the sound.
Reinforce accordingly.
Additional Notes
Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.
Materials
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#9 Echoes “ee-ow”
How to Run
With the attention and motivation of the learner.
Instruct them to “Say ‘ee-ow’”
Learner should echo the sound.
Reinforce accordingly.
Additional Notes
Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.
Materials
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#10 Echoes “ah-mee”
How to Run
With the attention and motivation of the learner.
Instruct them to “Say ‘ah-mee’”
Learner should echo the sound.
Reinforce accordingly.
Additional Notes
Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.
Materials
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#11 Echoes “oh-puh”
How to Run
With the attention and motivation of the learner.
Instruct them to “Say ‘oh-puh’”
Learner should echo the sound.
Reinforce accordingly.
Additional Notes
Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.
Materials
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#12 Echoes “uh-kee”
How to Run
With the attention and motivation of the learner.
Instruct them to “Say ‘uh-kee’”
Learner should echo the sound.
Reinforce accordingly.
Additional Notes
Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.
Materials
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#13 Echoes “koo-ee”
How to Run
With the attention and motivation of the learner.
Instruct them to “Say ‘koo-ee’”
Learner should echo the sound.
Reinforce accordingly.
Additional Notes
Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.
Materials
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#14 Echoes “mah-mah”
How to Run
With the attention and motivation of the learner.
Instruct them to “Say ‘mah-mah’”
Learner should echo the sound.
Reinforce accordingly.
Additional Notes
Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.
Materials
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#15 Echoes “mah-mee”
How to Run
With the attention and motivation of the learner.
Instruct them to “Say ‘mah-mee’”
Learner should echo the sound.
Reinforce accordingly.
Additional Notes
Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.
Materials
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#16 Echoes “wah-hoo”
How to Run
With the attention and motivation of the learner.
Instruct them to “Say ‘wah-hoo’”
Learner should echo the sound.
Reinforce accordingly.
Additional Notes
Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.
Materials
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#17 Echoes “buh-ow”
How to Run
With the attention and motivation of the learner.
Instruct them to “Say ‘buh-ow’”
Learner should echo the sound.
Reinforce accordingly.
Additional Notes
Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.
Materials
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#18 Echoes “buh-tee”
How to Run
With the attention and motivation of the learner.
Instruct them to “Say ‘buh-tee’”
Learner should echo the sound.
Reinforce accordingly.
Additional Notes
Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.
Materials
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#19 Echoes “poh-kee”
How to Run
With the attention and motivation of the learner.
Instruct them to “Say ‘poh-kee’”
Learner should echo the sound.
Reinforce accordingly.
Additional Notes
Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.
Materials
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#20 Echoes “aye-duh”
How to Run
With the attention and motivation of the learner.
Instruct them to “Say ‘aye-duh’”
Learner should echo the sound.
Reinforce accordingly.
Additional Notes
Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.
Materials
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#21 Echoes “duh-ow”
How to Run
With the attention and motivation of the learner.
Instruct them to “Say ‘duh-ow’”
Learner should echo the sound.
Reinforce accordingly.
Additional Notes
Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.
Materials
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#22 Echoes “fuh-nee”
How to Run
With the attention and motivation of the learner.
Instruct them to “Say ‘fuh-nee’”
Learner should echo the sound.
Reinforce accordingly.
Additional Notes
Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.
Materials
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#23 Echoes “guh-oh”
How to Run
With the attention and motivation of the learner.
Instruct them to “Say ‘guh-oh’”
Learner should echo the sound.
Reinforce accordingly.
Additional Notes
Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.
Materials
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#24 Echoes “buh-aye”
How to Run
With the attention and motivation of the learner.
Instruct them to “Say ‘buh-aye’”
Learner should echo the sound.
Reinforce accordingly.
Additional Notes
Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.
Materials
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#25 Echoes “puh-aye”
How to Run
With the attention and motivation of the learner.
Instruct them to “Say ‘puh-aye’”
Learner should echo the sound.
Reinforce accordingly.
Additional Notes
Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.
Materials
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#26 Echoes “tuh-boo”
How to Run
With the attention and motivation of the learner.
Instruct them to “Say ‘tuh-boo’”
Learner should echo the sound.
Reinforce accordingly.
Additional Notes
Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.
Materials
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#27 Echoes “an-kee”
How to Run
With the attention and motivation of the learner.
Instruct them to “Say ‘an-kee’”
Learner should echo the sound.
Reinforce accordingly.
Additional Notes
Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.
Materials
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#28 Echoes “huh-an”
How to Run
With the attention and motivation of the learner.
Instruct them to “Say ‘an-kee’”
Learner should echo the sound.
Reinforce accordingly.
Additional Notes
Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.
Materials
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#29 Echoes “oo-buh”
How to Run
With the attention and motivation of the learner.
Instruct them to “Say ‘oo-buh’”
Learner should echo the sound.
Reinforce accordingly.
Additional Notes
Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.
Materials
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.
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.
Elizabeth R. Lorah, Shawn P. Gilroy, Philip N. Hineline,
Acquisition of peer manding and listener responding in young children with autism,
Research in Autism Spectrum Disorders, Volume 8, Issue 2, 2014, Pages 61-67,
ISSN 1750-9467,
https://doi.org/10.1016/j.rasd.2013.10.009.
Kaitlin G. Causin, Kristin M. Albert, Vincent J. Carbone, Emily J. Sweeney-Kerwin,
The role of joint control in teaching listener responding to children with autism and other developmental disabilities, Research in Autism Spectrum Disorders, Volume 7, Issue 9, 2013, Pages 997-1011, ISSN 1750-9467,
https://doi.org/10.1016/j.rasd.2013.04.011.
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Disclaimer
Consistent with ethical obligations outlined by the Behavior Analysis Certification Board (BACB), users acknowledge that goal selection/direction is the responsibility of the BCBA. Users understand that goals should be tailored to the learner while ultimately involving the input of clients/stakeholders. Users understand their ethical obligations to the client/stakeholder concerning the selection, implementation, design, and minimization of risk regarding behavior change interventions as outlined in BACB Code. As such, this skill sequence serves as a general framework for generating ideas around this particular skill area and not as an assessment or curriculum.
Problem? Question? Suggestion? We want to hear from you!
Following Gestures (RD-030)
Imitates Actions with Preferred Items (IM-010)
Imitates Actions During Familiar Routines (IM-020)
Imitation with Uni-Functional Toys (IM-030)
Imitates Gross Motor Actions (IM-050)
Imitates Fine Motor Actions (IM-080)
Imitates Oral Motor Actions (IM-100)
Intro to Echoics (EC-010)
1 Syllable Echoics (EC-020)
Performs Gross Motor Action (LR) (RC-020)
Receptively IDs Common Items in 2D Array (RC-090)
Echoic-to-Mand Transfers (MD-040)
Filling In Common Songs (IV-010)
