Prompting
Amy M. Peters M.Ed., CCC-SLP, BCBA
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 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
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
Types of Prompts
• Verbal
• Gestural
• Modeling
• Textual
• Manual
• Spatial
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
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
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
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
Textual Prompts
• Written information or instructions
– Checklists
– Scripts
– Pictures
Spatial
• Arranging materials to highlight the correct
response
– Can be used in the absence of other types of
prompting
– Required preplanning
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
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
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
Prompting Considerations
• The learner
• The environment
• The ease of implementation
• How you plan to fade the prompt?
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
Conclusion
• What is the role of the educator?
– Finding prompts that work
– Using prompts that lead to independence
– Develop a plan to fade prompts