Implementation Checklists

Implementation Checklist for Prompting/Cueing and Shaping

Target Skill: Say Initial Letter in Print Word

Teacher: ______

SEED Teacher: ______

Student: ______

Date ______

Coding of Student PerformanceCoding of Teacher Performance

+ Correct Response+ Correct

X Incorrect Response X Incorrect

O NoResponseO Did Not Execute Skill

TEACHER / STUDENT
Teaching Steps / Teacher’s Performance of Step / Expected Response / Student’s Performance
Step 1. Provide initial verbal prompt to student (e.g. “Give me the letter that is the same as the first letter in this word” then following correct response, say to student “Say the letter”.
If student responds correctly, immediately provide positive and descriptive praise (e.g., “Yes, that is the l sound”. If student gives correct letter but does not produce letter sound, provide ONE model of sound and ask student to ‘Say that sound’. / Student:
  1. Gives letter to teacher or peer
  1. Produces correct sound of letter

Step 2. If student does not demonstrate competence, use a placement cue. CUE only ONE of the letters in the array. Provide reward for correct response (see Step 1). / Student:
  1. Gives letter to teacher or peer
  1. Produces correct sound of letter

Step 3. If student does not demonstrate competence with a placement cue, CUE only ONE of the letters in the array with a visual cue. Provide reward for correct response (see Step 1).
Step 4. As student demonstrates competence, FADE the cueing introduced in Steps 2 or 3.
Provide reward for correct response (see Step 1). / Student:
  1. Gives letter to teacher or peer
  2. Produces correct sound of letter

Comments:

  • If student responds incorrectly, or does not respond, ignore the student’s response AND provide the verbal prompt, again, (e.g., “Give me the letter that is the same as first letter in word”).
  • If the student provides the letter but does not produce a sound following the prompt to do so, provide a verbal model of the sound and prompt, again.
  • Provide 1 repetition of EACH prompt, before moving to next letter.
  • Use Time Delay Strategy (see Implementation Checklist for Time Delay) if student exhibits high rates of incorrect responses (more than 12 incorrect responses in initial 16 opportunities)