I do not believe there is a "right" sequence. Each child and family experiences stuttering in a different way due to their temperament, home environment, communities, etc. and their treatment plan has to reflect that. However for new clinicians or clinicians who have little experience with treating a child who stutters, it is understandable that you may want a blueprint of what therapy should look like.
This is not to say that you should not teach techniques. However, it is important to understand that introducing techniques is not the only thing to consider when developing a treatment plan, just as the observable stuttering is not the only thing to measure when assessing a child who stutters. Many clinicians introduce stuttering modification techniques (cancelations, pullouts, preparatory sets) before fluency shaping techniques (easy onset, light contact, etc.). When beginning with fluency shaping strategies, the child might become very fluent in the session. This is especially true considering the supportive nature of the therapy room. The child is left with less opportunities to practice strategies that might be more meaningful to them in the "real-world" where they may not be as fluent. With that being said, for younger children or children who have co-occurring speech/language or cognitive disorders, I often start with fluency shaping techniques. These strategies can act as a precursor to the mechanics necessary for stuttering modification strategies at a time where their awareness of stuttering moments may be low.
There are a number of different factors that contribute to why a child begins to stutter and why they persist. The child will make much more progress when you let go of your worries about the order of "techniques" and instead focus on developing a treatment plan that considers that individual's experience with stuttering.