Fading Prompts
It is important to consider how prompts will be faded. Remember, using prompting is a great strategy used to teach a skill, but at some point these prompts
need to be faded so the student can learn to do the skill independently. There must be a plan to fade out the prompts. Take a look at the table below that
describes how to fade out each prompt system.
Prompt-Fading Systems for Use in Systematic Instruction Plans
PromptFading
System
Type of Prompt Used
How Fading is Implemented
General Guidelines
with Academics
Academic Examples
Simultaneous
prompting
Usually one specific
response prompt, such
as a verbal model of the
answer, is used.
Prompt is “dropped.” Student is
tested on ability to respond with
no prompt. Note: This system
helps to avoid prompt
dependence; however, students
may experience more errors with
this system.
Rote responses
(e.g., counting,
reciting days of the
week, reading sight
words)
The teacher models how to count
from 1-5 and then the student
repeats. After several repetitions,
the student counts from 1-5 without
a model.
Time delay
One specific response
prompt is used
At first, the teacher gives the
prompt with the target stimulus
(no delay). Over trials, the prompt
is delayed by a few seconds.
Note: This system assists in
minimizing student
errors.Progressive time
delay: delays are
incremental. Constant time
delay: one specific delay time
interval is used.
Rote responses
(e.g., counting,
reciting days of the
week, reading sight
words ) Note: Time
delay is the system
used to increase the
likelihood of correct
responses.
(errorless learning).
The teacher says, “Show me the
word, bread“ as she points to the
correct answer (gestural prompt).
On the next trial, she says, “Show
me the word, bread,” but waits 2
seconds. Constant time
delay: Next trials continue to wait 2
seconds. Progressive time
delay:Next trials would be 2, 4, 6,
and 8 seconds.
Least-to-most A hierarchy of response
intrusive
prompts is used.
prompts
On each teaching trial, the
Task Analysis
teacher waits for the student to
make the response with no help,
and then uses the hierarchy of
prompts until the correct response
is made.
The teacher asks the student a
question and waits for the student
respond. When the student does
not answer, the teacher repeats the
question, touches the answer
(model prompt), and waits for a
response. When the student does
not answer, the teacher repeats the
question, and helps the student
touch the answer (physical
guidance).
Most-to-least
intrusive
prompts
Teaching begins with
one response prompt
that is highly effective,
but may be intrusive
(e.g., physical guidance).
Then a less intrusive
prompt is used (e.g.,
verbal direction).
Teacher will usually set a specific
number of days or trials to use the
more intrusive prompt and then
switch to a less intrusive prompt.
Motor Skills (e.g.,
imitation) Note:
Limited use with
academic
instruction, typically
used when task
analyses involve
functional skills.
The teacher asks the student a
question and uses hand-over-hand
guidance to teach the student to
press the button of the AAC
(physical prompt) to respond to the
question. After 10 days, the teacher
points to the button (gestural
prompt).
Graduated
guidance
Physical prompting is
always used, but only
with as much
guidance/physical,
pressure is needed.
The teacher decrease the amount Motor Skills (e.g.,
of physical guidance used as the handwriting, cutting
student’s response improves.
with scissors).
The teacher uses hand over hand
guidance to teach correct letter
formation to write the letter M. As
the student’s writing improves, the
teacher uses less and less physical
pressure until the student writes the
letter M independently.
Stimulus
fading or
shaping
Stimulus prompts are
used. Coding: use extra
colors, pictures, or other
features coded with
correct response. Easyto-hard sequence:
arrange materials in
sequence.
Coding: extra cues are diminished
in size or brightness over time.
Easy-to-hard sequence:
distractions become increasingly
similar to the target stimulus.
The teacher tells a student to count
to 5 as she holds up an index card
with 5 as a reminder to stop at 5.
Over time, the index card is cut
smaller and smaller until is it not
longer used (stimulus fading).
Responses requiring
discrimination (e.g.,
discriminating
between counting to
5 and counting to 7).
Browder, D. (2001). Curriculum and assessment for students with moderate and severe disabilities. New York: Guilford Press. Reprinted with permission of
The Guildford Press.