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UW Speech and Hearing Clinic

Artic and Language Unit

Sequential Teaching Program Components

Antecedent Behavior Consequence Criterion
model/unmodeled core behavior + what you do when client is percentage required for client
direct model linguistic unit correct to progress to next step
(DM) (sound), syllable, - what you do when client is
delayed model word, incorrect percentage/measure
(DelM) carrier phrase, --what you do if client is number of trials
no model (novel phrase), incorrect a second time number of sets
(NM) sentence, text number of sessions
(running speech -
discourse, narrative,
conversation
ways behavior can
cues/prompts ways consequences can
appear in
(different types) appear in progressive steps
progressive steps
placement cues stays same less frequent (faded)
hints in longer unit more natural
("remember the behavior itself
sound") more
gestures complex
physical
prompt
partial model
cues change, logical progressions consequences are how the can stay at a step a longer
fade, and become depend in part on client knows what s/he's period of time if it seems to
more natural over the specic behavior doing; part of helping client be a very important stage;
time being taught learn - NOT just for standard similarly, can make a step
reinforcement or motivation short if not clearly important
specic helpful
cues depend in
part on disorder

Reinforcement/Consequence Schedule:

1:1 at beginning of steps; positive fading to intermittent as performance increases in accuracy within
step (30-50%) (errors always responded to at 1:1). Increase again if performance falls. By nal steps
in treatment program for specic target, reinforcement should be variable, intermittent, and natural
(not tangible or contrived).
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Types of Reinforcement/Consequences:

praise
tangible reinforcers (tokens, game pieces), backup reinforcers
yes/no judgement, informative feedback (specic information about what was right or wrong),
corrective feedback (instructions on how to make the response correct)
social responses/natural responses within context (game, for example)
language facilitating responses (expansion, for example)

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