Thanks for the feedback, Og! Well, since you liked it, here's another. Ali and I are in the process of integrating all of our training materials with scanned examples of client charts and video clips to illustrate the concepts we're presenting.

This is another version of what we are calling instructional fluency. It is Evan's Hear/Say Postvocalic Instructional Fluency chart. Ali and I presented some of Evan's data at ABA. Evan is 42 months old now and carries a diagnosis of autism. When we started with his he was a non-speaker. After seven months of fluency-based intervention, he now tests solidly above age level on the Preschool Language Scales and the Photo Articulation Test.
The main focus of his in-home program was on language acquisition. As part of teaching kids to talk, Ali and I take each single phoneme consonant sound and place it either before (prevocalic) or after (postvocalic) all vowel sounds (including diphthongs). The students are then taught to say these combinations first in isolation and then in cumulative review. The chart shows Evan's progress on postvocalic /l/ (the sound l produces alone). No ceiling, because these were instructional sprints. Therapists begin by having the child do a sprint. They then do a quick bit of instruction (discrimination corrections, building rate on component skills such as imitating mouth position, etc.). After this brief correction (we require that the intervention take no more than 2 minutes to deliver), they have the children sprint again. Best sprint gets recorded on the SCC. Once /l/ is mastered, a phase change is drawn which might say something like "Start /d/" to indicate that /l/ went to cumulative practice to rate, while they began working on the /d/ combinations in isolation.