Prompting

1. Prompting Amy M. Peters M.Ed., CCC-SLP, BCBA

2. What is a prompt? • A prompt is extra information that helps a learner make a correct response • Prompts are faded • Prompting is used when the learner is not obtaining a desired skill independently • Using prompts increases errorless learning

3. 3 Keys to success • Add as little as possible to help the learner succeed • Remove (fade) the prompts as soon as possible • Consider that certain types of prompts are easier to fade

4. Who requires prompting? • At some point, all learners will need some form of prompting • Careful prompting is most important with moderate severe or profound disabilities

5. Types of Prompts • Verbal • Modeling • Manual • Gestural • Textual • Spatial

6. Verbal Prompting • Spoken cues that instruct a learner to perform a certain activity • Usually paired with other types of prompting • Difficult to fade • The learner must be able to understand and follow verbal directions

7. Modeling • The learner copies the action(s) of another person performing the desired behavior • In person • Video tape • The learner must be able to imitate the actions of another person • Modeling is usually paired with other types of prompting

8. Manual Prompting • Manual prompting is physical guidance from another person • Most effective when the prompter cues the learner from behind • Hand over hand • Forearm • shoulder • It can be used in the absence of other types of prompting • Easier to fade than other prompting methods

9. Gestural • Using an action to cue the learner • Pointing • Nodding • Motioning • Approving or disapproving looks • Used in combination with other types of prompting • May be difficult to fade

10. Textual Prompts • Written information or instructions • Checklists • Scripts • Pictures

11. Spatial • Arranging materials to highlight the correct response • Can be used in the absence of other types of prompting • Required preplanning

12. Performance and Prompting • Incorrect response without a prompt • If this happens often, consider prompting • Incorrect response with a prompt • If this happens often, the prompt must be changed • Correct response with a prompt • If this happens often, fade prompt • Correct response without a prompt • Independence

13. Prompt Dependence • A prompt is proven effective as a teaching strategy, if when removed, the learner responds to the cues in the natural environment • Prompt dependence occurs when the learner responds to the prompts rather than cues in the natural environment • Reinforcement of prompted responses increases the probability of prompt dependence

14. Prompt Fading • A prompt is only effective if it can be faded • Fading too soon results in errors in the target behavior • Prompting for too long results in prompt dependence

15. Prompting Considerations • The learner • The environment • The ease of implementation • How you plan to fade the prompt?

16. Choosing Prompt Procedures • Least-to-most procedures enables student to perform as independently as possible • Increase assistance as needed • Most-to-least procedures is used for rapid skill acquisition • Decreasing assistance • Rapid skill acquisition with fewer errors

17. Conclusion • What is the role of the educator? • Finding prompts that work • Using prompts that lead to independence • Develop a plan to fade prompts