Below is a general skill sequence for helping learners fill in common phrases.

Targeting the ability to fill in common phrases is an enriching and crucial advancement in a learner's development. This skill transcends mere repetition; it serves as a stepping stone towards more intricate language abilities such as answering WH questions, engaging in basic conversations, and recognizing intraverbal patterns.

To equip a learner with the proficiency to fill in common phrases, a strong foundation in several interconnected abilities likely will need to be established. Recognizing simple visual patterns lays the groundwork for understanding the structure and sequence of phrases. Mastery in echoics may provide a bridge.. The experience of filling in familiar children's songs reinforces contextual comprehension and the application of learned patterns. Engaging in basic imitation tasks could further bolster the ability to replicate and internalize spoken phrases.

The alignment of these foundational skills forms a well-rounded approach to prepare the learner for the rewarding task of filling in common phrases. This process not only establishes a pivotal linguistic competency but also opens exciting doors to broader communication skills. The success in this area serves as a catalyst for more complex language development, fostering the capacity for meaningful interactions and paving the way for higher-order thinking and communication. It marks a significant milestone in the learner's journey towards academic growth and social engagement, laying the groundwork for a rich and fulfilling educational experience.

Treatment Plan Goal Ideas

This is a list of treatment plan goals. These are different from the goals you will find in the skill sequence below. Your treatment plan goals encompass any number of goals from the skill sequence. Sometime they will include multiple goals from the sequence (”Learner will label 5 toys”) and sometimes the treatment plan goal will be simply consist of a really important goal from the skill sequence (”Will label caregiver”). An analogy I like to use goes as follows: Each skill sequence goal (commonly known as a “target”) represent each stair in a flight of stairs. The treatment plan goal is the flight itself.

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

When the therapist gives/says first words of a familiar phrase, Learner will fill in the remaining word for one familiar phrase.
When the therapist gives/says first words of a familiar phrase, Learner will fill in the remaining word for five familiar phrases.
When the therapist gives/says first words of a familiar phrase, Learner will fill in the remaining word for ten familiar phrases.

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.

Intro to Reinforcer/Preference Expansion

Imitates Actions with Preferred Items

Imitates Actions During Familiar Routines

Imitates Gross Motor Actions

Imitates Fine Motor Actions

Intro to Echoics

Intro to Simple Patterns (Coming Soon!)

Filling In Common Songs

Skill Possibilities

Below is a possible skill sequence for working on increasing your learner’s ability to fill in common phrases. 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 Fills in “Go” for “Ready, set, ____” (with model)

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#2 Fills in “Go” for “Ready, set, ____”

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#3 Fills in “Three” for “One, two, ____” (with model)

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#4 Fills in “Three” for “One, two, ____”

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#5 Fills in “C” for “A, B, ____” (with model)

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#6 Fills in “C” for “A, B, ____”

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#7 Fills in “Light” for “Red light, Green ____” (with model)

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#8 Fills in “Light” for “Red light, Green ____”

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#9 Fills in “Oh” for “Hi Ho, Cheery- ____” (with model)

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#10 Fills in “Oh” for “Hi Ho, Cheery- ____”

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#11 Fills in “Seek” for “Hide and ____” (with model)

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#12 Fills in “Seek” for “Hide and ____”

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#13 Fills in “much” for “Thank you very ____” (with model)

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#14 Fills in “much” for “Thank you very ____”

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#15 Fills in “you” for “How are ____?” (with model)

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#16 Fills in “you” for “How are ____?”

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#17 Fills in name of common object “This is a ____!” (with model)

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#18 Fills in name of common object “This is a ____!”

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#19 Fills in Last Name when given first and middle name (with model)

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#20 Fills in Last Name when given first and middle name

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.

1 Syllable Echoics

2-Syllable Echoics

Intro to Simple Patterns (Coming Soon!)

Filling In Common Songs

Greetings (Verbal)

Answering Personal Questions w/ Safety Badge

Filling In “Itsy Bitsy Spider”

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.

Greetings (Verbal)