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