1. With a mirror present, direct the learner to look into it with you.
2. Therapist should point to their mouth and say “Say ‘ahh’!”
3. Learner should echo the sound.
4. Reinforce accordingly.

Additional Notes

• Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.

1. With the attention and motivation of the learner.
2. Instruct them to “Say ‘ahh’”
3. Learner should echo the sound.
4. Reinforce accordingly.

Additional Notes

• Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.

1. With a mirror present, direct the learner to look into it with you.
2. Therapist should point to their mouth and say “Say ‘mmm’!”
3. Learner should echo the sound.
4. Reinforce accordingly.

Additional Notes

• Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.

1. With the attention and motivation of the learner.
2. Instruct them to “Say ‘mmm’”
3. Learner should echo the sound.
4. Reinforce accordingly.

Additional Notes

• Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.

1. With a mirror present, direct the learner to look into it with you.
2. Therapist should point to their mouth and say “Say ‘ooo’!” (as in the “ooo” sound that rhymes with too, coo, boo, etc.)
3. Learner should echo the sound.
4. Reinforce accordingly.

Additional Notes

• Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.

1. With the attention and motivation of the learner.
2. Instruct them to “Say ‘Ooo’” (Rhymes with coo, too, boo, etc.)
3. Learner should echo the sound.
4. Reinforce accordingly.

Additional Notes

• Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.

1. With a mirror present, direct the learner to look into it with you.
2. Therapist should point to their mouth and say “Say ‘Lll’!” (stick your tongue out to create visual salience)
3. Learner should echo the sound an “L” makes.
4. Reinforce accordingly.

Additional Notes

• Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.

1. With the attention and motivation of the learner.
2. Instruct them to “Say ‘Lll’” (the sound an L makes)
3. Learner should echo the sound.
4. Reinforce accordingly.

Additional Notes

• Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.

1. With a mirror present, direct the learner to look into it with you.
2. Therapist should point to their mouth and say “Say ‘Eee’!” (make the “cheese” face you would make for a picture to make the visual more salient)
3. Learner should echo the sound.
4. Reinforce accordingly.

Additional Notes

• Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.
• Hold the pose for 3-5 seconds.

1. With the attention and motivation of the learner.
2. Instruct them to “Say ‘Eee’”
3. Learner should echo the sound.
4. Reinforce accordingly.

Additional Notes

• Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.

1. With a mirror present, direct the learner to look into it with you.
2. Therapist should point to their mouth and say “Say ‘Buh’!”
3. Learner should echo the sound.
4. Reinforce accordingly.

Additional Notes

• Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.

1. With the attention and motivation of the learner.
2. Instruct them to “Say ‘Buh’”
3. Learner should echo the sound.
4. Reinforce accordingly.

Additional Notes

• Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.

1. With a mirror present, direct the learner to look into it with you.
2. Therapist should point to their mouth and say “Say ‘Puh’!”
3. Learner should echo the sound.
4. Reinforce accordingly.

Additional Notes

• Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.
• Make the visual a little more salient by smacking the lips together when making the “p” sound

1. With the attention and motivation of the learner.
2. Instruct them to “Say ‘Puh’”
3. Learner should echo the sound.
4. Reinforce accordingly.

Additional Notes

• Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.

1. With a mirror present, direct the learner to look into it with you.
2. Therapist should point to their mouth and say “Say ‘Hah’!”
3. Learner should echo the sound.
4. Reinforce accordingly.

Additional Notes

• Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.

1. With the attention and motivation of the learner.
2. Instruct them to “Say ‘Hah’”
3. Learner should echo the sound.
4. Reinforce accordingly.

Additional Notes

• Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.

1. With a mirror present, direct the learner to look into it with you.
2. Therapist should point to their mouth and say “Say ‘ooo-ahhh’!”
3. Learner should echo the sound.
4. Reinforce accordingly.

Additional Notes

• Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.
• Hold each syllable 3-5 seconds if necessary.
• Exaggerate each syllable so that lips protrude forward for the “ooo” sound etc.

1. With the attention and motivation of the learner.
2. Instruct them to “Say ‘ooo-ahh’”
3. Learner should echo the sound.
4. Reinforce accordingly.

Additional Notes

• Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.

1. With a mirror present, direct the learner to look into it with you.
2. Therapist should point to their mouth and say “Say ‘ahh-eee’!”
3. Learner should echo the sound.
4. Reinforce accordingly.

Additional Notes

• Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.
• Hold each syllable 3-5 seconds if necessary.
• Exaggerate each syllable so that mouth makes an exaggerated smile for the “eee” sound.

1. With the attention and motivation of the learner.
2. Instruct them to “Say ‘ahh-eee’”
3. Learner should echo the sound.
4. Reinforce accordingly.

Additional Notes

• Reinforce approximations. The learner’s initial echo may be inaudible or a whisper at first.

How a component analysis can reshape the way you introduce skills to your learners

The difficulties in coming up with the right programs for your learner can be endless. Very few BCBAs know about or understand the utility in using a little thing called component analysis and how it can help them out in their goal writing. A component what?

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Full Circle: A Strategy to Keep Learner Programs Moving

Here is the important, second half of my first post on component analysis. A composite is a larger skill that is produced from two or more smaller component skills. Basically, a skill made up of other skills. It's a blending of all the mastered, component skills before it.

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• 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.

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.