Sequencing

Sequencing 

Sequencing requires the ability to break down an event into simple steps and put those steps in order. Students use sequencing skills to learn to read, write, and follow steps to complete tasks and actions. Sequencing is a common treatment activity used in speech therapy to target the development of expressive language by giving students a structure to learn how to tell stories and personal narratives using self-speech. Common sequencing activities use sequence story cards or storybooks to describe everyday familiar routines or recall events that have happened. 

Targeting sequencing is one way to make progress toward generalization of expressive language in the form of narrative skills. However, Kamhi (2014) discusses how sequencing is a skill that should not be targeted in isolation and recommends using contextualized language intervention to work on aspects of narrative development. Sequencing involves receptive language but also cognitive skills of working memory, attention, and conceptual knowledge. Implementing sequencing activities in speech therapy helps students learn new vocabulary, answer WH questions, retell stories, and gain skills needed in following directions. 

Contextualized language intervention is an evidence-based practice that has been shown to be highly effective. It involves multiple opportunities to talk about the therapy lesson content, use vocabulary and grammatical structures from the model stories, answer comprehension questions, and retell the stories. It is recommended that clinicians delivering CLI encourage students to link their knowledge and experiences to the vocabulary and sentence structures that are taught in the session. Within a sequencing activity, implementing CLI can include listening to stories, answering comprehension questions, generating inferences, comparing and contrasting characters and actions across stories, and discussing and defining meanings.

*The ultimate goal of sequencing activities in speech therapy is to generalize narrative skills.

Sequencing Activity Steps and Ideas

The first step to teaching sequencing is to help the student understand how events happen in a particular order and to teach sequencing vocabulary. Use temporal concepts and words such as first, then, next, last, as well as before and after. These are sometimes referred to as sequencer words and are used to indicate the order of events in a story.

Use sequences that are familiar to the client. For example, everyday routines, familiar activities, or recalling events that have happened. This helps with the student’s comprehension of the information by tying the story elements into their personal knowledge and experience.

You can use pictures with words to provide a visual context for working on the sequencing vocabulary.

Include core vocabulary words and incorporate new vocabulary to practice both receptive and expressive language.

Using automatic and repeated production of familiar sequences can be helpful.

Familiar sequences provide carryover opportunities beyond the speech therapy room into daily life and in the classroom. 

*For some students, you may need to start by sequencing a 2-step picture story, once this is mastered, move on to 3-step and gradually expand onto longer sequenced stories when appropriate.

Hierarchical Supports

Have visual materials available, such as illustrated books, story sequence cards, or pictures.

Model the story using simple grammatically correct sentences. 

Check for comprehension by asking students to repeat the story in their own words.

Incorporate expectant pauses giving the student the opportunity to express the story in their own words.

Repeat back what the student says, expanding on their phrases and modeling grammatically correct sentences if necessary. 

Activities and Materials

Songs and Videos that tell a story are other fun ways to work on sequencing!

Resource Links

3-Step Sequencing Worksheets

Sequencing Events and Activities 

References

Gillam, S. L., Gillam, R. B., & Reece, K. (2012). Language outcomes of contextualized and decontextualized language intervention: Results of an early efficacy study. Language, Speech, and Hearing Services in Schools, 43(3), 276–291. https://doi.org/10.1044/0161-1461(2011/11-0022) 

*Gillam Gillam and Reece 2012.pdf

Kamhi, A. G. (2014). Improving Clinical Practices for Children With Language and Learning Disorders. Language, Speech, and Hearing Services in Schools, 45(2), 92–103.

Ukrainetz, T. A. (2007). Contextualized language intervention: Scaffolding prek-12 literacy achievement. Pro-ed.