Below is a general skill sequence for introducing your learner to the first stages of echoics.
This skill area utilizes the use of visuals to aid the learner in engaging echoic behaviors. The echoic targets in this skill sequence are some of the first sounds a learner may make. Further, these sounds incorporate a facial imitation component. The learner will likely need to be fluent in following gestures (proximal points) and various forms of fine motor imitation for this area.
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.
- Spontaneous Vocal Behavior, SVB 1-M, Spontaneous emits an average of 5 sounds each hour. (timed observation 60 minutes)
AFLS (Assessment of Functional Living Skills)
- Basic Skills, BS1, Follows simple verbal directions
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 Milestones, Makes different sounds like “mamamama” and “babababa”
Treatment Plan Goal Ideas
Treatment plan goal ideas for this particular skill area are as follows:
Learner will accurately echo five sounds when a visual is provided with a modeled sound.
Learner will accurately echo five sounds when a modeled sound is provided.
Learner will accurately echo ten sounds when a visual is provided with a modeled sound.
Learner will accurately echo ten 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 Gestures
Imitates Actions with Preferred Items
Imitates Actions During Familiar Routines
Imitation with Uni-Functional Toys
Imitates Gross Motor Actions
Imitates Fine Motor Actions
Imitates Oral Motor ActionsSkill Possibilities
Below is a possible skill sequence for working on increasing your learner’s ability to echo. 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.
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.
Imitates Fine Motor Actions
Echoic-to-Mand TransfersComposite 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.
1 Syllable EchoicsFollow the link below to better understand component-composite analysis.
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