Below is a general skill sequence for helping learners fill in common songs.
This skill area represents one of the initial stages in intraverbal development, paving the way for the advancement of language and communication skills. It's particularly designed to complement common phrase fill-ins, making it an essential tool for learners to enhance their interactive capacities. When focusing on this skill area, the use of echoic-to-intraverbal transfers could be a prudent strategy. This technique allows learners to transform echoed or repeated words into more meaningful, spontaneous speech. However, it's important to note that having an echoic repertoire might also be necessary. This repertoire, essentially a collection of sounds or words a learner can imitate, can serve as a vital foundation for further intraverbal development. NOTE: Make sure to use songs that the learner is familiar with and hears frequently.
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)
Echoic, E 1-M, Scores at least 2 on the EESA subtest
Intraverbal. IV 6-M, Completes 10 different fill-in-blank phrases of any type (e.g., song fill-ins, social games and fun full-in, animal or object sounds)
AFLS (Assessment of Functional Living Skills)
Phone, PH3, Returns greetings over phone
Social Awareness & Manners, SA1, Returns appropriate greetings
Interview, IN14, Answers interview questions
Restaurant Skill, RS31, Responds to customers' requests
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”
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 the first line of a common children’s song with the ending word left out from that line, Learner will fill in the remaining word.
When the therapist gives the first line of three common children’s songs with the ending word left out from that line, Learner will fill in the remaining word.
Learner will fill in any three words from at least three common children’s songs.
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 fill in common songs. 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 "’round" for Wheels on the Bus (w/model)
How to Run
Play or sing "Wheels in the Bus" all the way through once.
Sing the initial refrain but stop at the second "round" portion: Wheels on the bus go round and ____.
Prompt an echoic for "round": "Say Round".
Learner should say "round".
Sing first refrain again leaving out the "round" part: Wheels on the bus go round and ____.
Do not give echoic prompt.
Learner should fill in with "round".
Therapist should reinforce accordingly while singing the “…all through the town” portion.
Additional Notes
Make sure to sing this song frequently throughout the session with the learner so that they gain familiarity!
Play song on media devices frequently throughout the day as well.
Materials
Research/Resources
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#2 Fills in "’round" for Wheels on the Bus
How to Run
Play or sing "Wheels on the Bus" all the way through once.
Sing the initial refrain but stop at the second "round" portion: Wheels on the bus go round and ____.
Do not give echoic prompt.
Learner should fill in with "round".
Therapist should reinforce accordingly while singing the “…all through the town” portion.
Additional Notes
Make sure to sing this song frequently throughout the session with the learner so that they gain familiarity!
Play song on media devices frequently throughout the day as well.
Materials
Research/Resources
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#3 Fills in "beep" for Wheels on the Bus (w/model)
How to Run
Play or sing "Wheels on the bus!" all the way through once.
Sing "Wheels on the Bus" but stop at the third "beep, beep, beep" portion: “...horn on the bus goes beep, beep, _____" and then prompt the learner to say "beep" "Say beep!".
Learner should say "beep".
Sing through the song again stopping, again, at the "beep" portion: “...horn on the bus goes beep, beep, _____"
Do not give echoic prompt.
Learner should fill in with "beep".
Therapist should reinforce accordingly while singing the “…all through the town” portion.
Additional Notes
Make sure to sing this song frequently throughout the session with the learner so that they gain familiarity!
Play song on media devices frequently throughout the day as well.
Materials
Research/Resources
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#4 Fills in "beep" for Wheels on the Bus
How to Run
Play or sing "Wheels on the bus!" all the way through once.
Sing "Wheels on the Bus" but stop at the third "beep, beep, beep" portion: “...horn on the bus goes beep, beep, _____",
Do not give echoic prompt.
Learner should fill in with "beep".
Therapist should reinforce accordingly while singing the “…all through the town” portion.
Additional Notes
Make sure to sing this song frequently throughout the session with the learner so that they gain familiarity!
Play song on media devices frequently throughout the day as well.
Materials
Research/Resources
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#5 Fills in "merrily" for Row, Row, Row your Boat (w/model)
How to Run
Play or sing "Row, row, row your boat" all the way through once.
Sing the second line but stop right before you say the final "merrily" in that sequence: Row, row, row...merrily, merrily, merrily, ______.
Prompt an echoic; "Say merrily".
Learner should say "merrily".
Sing first refrain again leaving out the "stream" part: Row, row, row...merrily, merrily, merrily, ______.
Do not give echoic prompt.
Learner should say "merrily".
Therapist should reinforce accordingly while singing the “…life is but a dream…” portion of the song.
Additional Notes
Make sure to sing this song frequently throughout the session with the learner so that they gain familiarity!
Play song on media devices frequently throughout the day as well.
Materials
Research/Resources
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#6 Fills in "merrily" for Row, Row, Row your Boat
How to Run
Play or sing "Row, row, row your boat" all the way through once.
Sing the second line but stop right before you say the final "merrily" in that sequence: Row, row, row...merrily, merrily, merrily, ______.
Do not give echoic prompt.
Learner should say "merrily".
Therapist should reinforce accordingly while singing the “…life is but a dream…” portion of the song.
Additional Notes
Make sure to sing this song frequently throughout the session with the learner so that they gain familiarity!
Play song on media devices frequently throughout the day as well.
Materials
Research/Resources
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#7 Fills in "Oh" for Old MacDonald (w/ model)
How to Run
Play or sing "Old MacDonald" all the way through once.
Sing the initial refrain but stop at the "oh" portion : Old MacDonald had a farm, E-I E-I ___.
Prompt an echoic; "Say Oh".
Learner should say "oh”
Sing first refrain again leaving out the "oh" portion: Old MacDonald had a farm, E-I E-I ___.
Do not give echoic prompt.
Learner should say "oh".
Therapist should reinforce accordingly while singing another line.
Additional Notes
Make sure to sing this song frequently throughout the session with the learner so that they gain familiarity!
Play song on media devices frequently throughout the day as well.
Materials
Research/Resources
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#8 Fills in "Oh" for Old MacDonald
How to Run
Play or sing "Old MacDonald" all the way through once.
Sing the initial refrain but stop at the "oh" portion : Old MacDonald had a farm, E-I E-I ___.
Do not give echoic prompt.
Learner should fill in with "oh".
Therapist should reinforce accordingly while singing another line.
Additional Notes
Make sure to sing this song frequently throughout the session with the learner so that they gain familiarity!
Play song on media devices frequently throughout the day as well.
Materials
Research/Resources
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#9 Fills in "Oh" for first line of BINGO (w/ model)
How to Run
Play or sing "Bingo" all the way through once.
Sing the initial refrain but stop at the "oh" portion : There was a farmer that had a dog and Bingo was his name ___ .
Prompt an echoic; "Say Oh".
Learner should say "oh”
Sing first refrain again leaving out the "oh" portion: There was a farmer that had a dog and Bingo was his name ___.
Do not give echoic prompt.
Learner should say "oh".
Therapist should reinforce accordingly while singing the B-I-N-G-O portion.
Additional Notes
Make sure to sing this song frequently throughout the session with the learner so that they gain familiarity!
Play song on media devices frequently throughout the day as well.
Materials
Research/Resources
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#10 Fills in "Oh" for first line of BINGO
How to Run
Play or sing "Bingo" all the way through once.
Sing the initial refrain but stop at the "oh" portion : There was a farmer that had a dog and Bingo was his name ___ .
Do not give echoic prompt.
Learner should fill in "oh".
Therapist should reinforce accordingly while singing the B-I-N-G-O portion.
Additional Notes
Make sure to sing this song frequently throughout the session with the learner so that they gain familiarity!
Play song on media devices frequently throughout the day as well.
Materials
Research/Resources
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#11 Fills in "Oh" for 2nd line of BINGO (w/ model)
How to Run
Play or sing "Bingo" all the way through once.
Sing the initial refrain but stop at the "oh" portion for the first and second lines: There was a farmer that had a dog and Bingo was his name _____. B-I-N-G ____ .
Prompt an echoic for the second fill in (but not for the first); "Say Oh".
Learner should say "oh” for both.
Sing first and second refrain again leaving out the "oh" portion for first and second line: There was a farmer that had a dog and Bingo was his name ___. B-I-N-G ____ .
Do not give echoic prompt for both fill ins.
Learner should say "oh" for both.
Therapist should reinforce accordingly while singing another line.
Additional Notes
Make sure to sing this song frequently throughout the session with the learner so that they gain familiarity!
Play song on media devices frequently throughout the day as well.
Materials
Research/Resources
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#12 Fills in "Oh" for 2nd line of BINGO
How to Run
Play or sing "Bingo" all the way through once.
Sing the initial refrain but stop at the "oh" portion for the first and second lines: There was a farmer that had a dog and Bingo was his name _____. B-I-N-G ____ .
Do not give echoic prompt for both fill ins.
Learner should fill in "oh" for both.
Therapist should reinforce accordingly while singing another line.
Additional Notes
Make sure to sing this song frequently throughout the session with the learner so that they gain familiarity!
Play song on media devices frequently throughout the day as well.
Materials
Research/Resources
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#13 Fills in "boat" for Row, Row, Row your Boat (w/model)
How to Run
Play or sing "Row, row, row your boat" all the way through once.
Sing the initial refrain but stop at the "boat" portion : Row, row, row your ___ .
Prompt an echoic; "Say boat".
Learner should say "boat".
Sing first refrain again leaving out the "boat" portion: Row, row, row your ___.
Do not give echoic prompt.
Learner should say "boat".
Therapist should reinforce accordingly while singing the remainder of the line from the song.
Additional Notes
Make sure to sing this song frequently throughout the session with the learner so that they gain familiarity!
Play song on media devices frequently throughout the day as well.
Materials
Research/Resources
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#14 Fills in "boat" for Row, Row, Row your Boat
How to Run
Play or sing "Row, row, row your boat" all the way through once.
Sing the initial refrain but stop at the "boat" portion : Row, row, row your ___ .
Do not give echoic prompt.
Learner should say "boat".
Therapist should reinforce accordingly while singing the remainder of the line from the song.
Additional Notes
Make sure to sing this song frequently throughout the session with the learner so that they gain familiarity!
Play song on media devices frequently throughout the day as well.
Materials
Research/Resources
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#17 Fills in "closed" for Wheels on the Bus (w/model)
How to Run
Play or sing "Wheels on the bus!" all the way through once.
Sing "Wheels on the Bus" but stop at the second "open and closed" portion: “...doors on the bus go open and _____” and then prompt the learner to say "closed" "Say closed/shut!".
Learner should say "closed/shut".
Sing through the song again stopping, again, at the "closed" portion: “...doors on the bus go open and _____”.
Do not give echoic prompt.
Learner should fill in with "closed/shut".
Therapist should reinforce accordingly while singing the “…all through the town” portion.
Additional Notes
Make sure to sing this song frequently throughout the session with the learner so that they gain familiarity!
Play song on media devices frequently throughout the day as well.
Materials
Research/Resources
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#18 Fills in "closed" for Wheels on the Bus
How to Run
Play or sing "Wheels on the bus!" all the way through once.
Sing "Wheels on the Bus" but stop at the second "open and closed" portion: “...doors on the bus go open and _____”.
Do not give echoic prompt.
Learner should fill in with "closed/shut".
Therapist should reinforce accordingly while singing the “…all through the town” portion.
Additional Notes
Make sure to sing this song frequently throughout the session with the learner so that they gain familiarity!
Play song on media devices frequently throughout the day as well.
Materials
Research/Resources
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#15 Fills in "stream" for Row, Row, Row your Boat (w/model)
How to Run
Play or sing "Row, row, row your boat" all the way through once.
Sing the second line but stop right before you say "stream" portion : Row, row, row...gently down the ____".
Prompt an echoic; "Say stream".
Learner should say "stream".
Sing first refrain again leaving out the "stream" part: Row, row, row...gently down the ___.
Do not give echoic prompt.
Learner should say "stream".
Therapist should reinforce while singing the “…merrily, merrily…” portion of the song to them.
Additional Notes
Make sure to sing this song frequently throughout the session with the learner so that they gain familiarity!
Play song on media devices frequently throughout the day as well.
Materials
Research/Resources
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#16 Fills in "stream" for Row, Row, Row your Boat
How to Run
Play or sing "Row, row, row your boat" all the way through once.
Sing the second line but stop right before you say "stream" portion : Row, row, row...gently down the ____".
Do not give echoic prompt.
Learner should say "stream".
Therapist should reinforce while singing the “…merrily, merrily…” portion of the song to them.
Additional Notes
Make sure to sing this song frequently throughout the session with the learner so that they gain familiarity!
Play song on media devices frequently throughout the day as well.
Materials
Research/Resources
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.
Follow the link below to better understand component-composite analysis.
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Research and Resources
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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.
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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
1 Syllable Echoics
2-Syllable Echoics
Greetings (Verbal)
Providing Personal Information w/ Safety Badge 
Filling In “Itsy Bitsy Spider”
Filling In Common Phrases