Levels of cueing

How do you determine min, mod, and max levels of cueing?  The frequency you provide cues?  The types of cues you use to elicit the target response?  I've been using a combination of that but I'd like to hear how others classify and determine levels of cues.  I like to think I have a good hold on it but don't feel very confident with my judgement of them yet. 
Auditory, visual, and tactile cues are what I think about for articulation. Giving 1 of those = min cue, 2=mod... Etc. </p>

So, for me, imitation is a mod cue. They are seeing you make the sound and hearing it produced. If I touch my mouth to indicate placement as well as model, it's a max cue.

If my kiddo is unsuccessful with a min cue, I'll move up to a mod cue. I usually give them an opportunity to respond spontaneously first before I cue. If I'm teaching a new skill, I start with max cues for the first two or three and then drop back and let them try on their own.

For language it's not about the amount of support I give them. Do they need a reminder, an example, a close sentence, or can I ask more questions to get them to the right answers. This one is a little more subjective to me than my artic system.

I agree with the above statement.

However, I do have a related question: What exactly is the difference between a prompt and a cue?
You know the difference between prompts and cues have always been is also confusing to me too. I think the meaning even changes depending on who you ask or where you look it up. Some sites suggest that a prompt is more direct and a cue is more of a hint. Some site would say that a cue is more natural than a prompt. However the dictionary doesn't differentiate between the two.

prompt: n.
1.
a. The act of prompting or giving a cue.
b. A reminder or cue.

cue:n.
1. A signal, such as a word or action, used to prompt another event in a performance, such as an actor's speech or entrance, a change in lighting, or a sound effect.

2.
a. A reminder or prompting.


For now I have concluded that they're just synonyms. I think what is important is to specify what type of prompt or cue is most effective at eliciting the correct response. The three major prompts(categories) according to Hegde are Verbal prompts, Textual Prompts, and Nonverbal Prompts. However, you can even be more specific that that for ex. use of cloze procedure or tactile prompts.

prompt v. cue
Prompts:
A prompt is the request to the child/adult to perform an action. I work with adults in post-acute brain injury rehab. A prompt may be giving them a task targeted to their goal and giving instructions, prompting them to begin or explaining/demonstrating what I want completed. Measuring a decrease in prompts over sessions would demonstrate improvement in memory, attention and executive functions (e.g. initiation, ability to start a task and finish it).

Cues:
A cues is the amount of help needed once the task has been established. A cue for adults may be repeated instructions, reminder of strategies or redirection to prevent an error or the correction of an error for a medication management task. These deficits may be due to field loss or neglect, poor visuospatial skills, deficits with horizontal scanning, reduced fine motor control, poor memory for instructions, unawareness, inattention, fast pacing, poor initiation or diminished IQ.

When documenting progress on goals, it's important to use your clinical judgement to determine what/when/where the errors are being made, the underlying cause of the errors and correct tracking of the frequency, rate or duration. Which you use to track depends on the skill and the easiest way for it to be measured.
levels of cueing
http://www.swaaac.com/Files/AssessandImp/AACBasicsandImplementationBook.pdf

There is a distinction between “cues” and “prompts.” Providing a cue is providing the antecedent stimulus just before a particular behavior takes place. e.g., the music stopping just before
having the student hit the switch to play a radio. Frequently the student needs help in learning to respond to a cue. The prompt is a reminder that follows the cue to make sure the student responds to
the cue. There are six common types of prompts:
verbal (or signed) prompts (making sure to keep your words simple and consistent);
 pictorial or written prompts (photos, line drawings, words, etc.);
 gestural prompts (pointing);
 model prompts (demonstrating what the student is expected to do);
 partial physical prompts (a light touch or tap);
 full physical prompt (hand-over-hand)

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Excuse My Speech blog