Prompting Procedures

Types of Prompts

  • Prompt: a supplemental antecedent stimulus that is used when a stimulus does not reliably control a target response

  • Prompt Contingency

    • stimulus —> prompt —> behavior —> reinforcement

  • Types of prompts

    • physical prompts: these involve the use of physical guidance to encourage a desired behavior, such as hand-over-hand assistance or gently guiding the individual to complete the task.

      • graduated guidance: this technique involves providing the least amount of physical assistance necessary to help the individual initially, then gradually reducing that assistance as they become more proficient in the task.

    • modeling: this involves demonstrating the desired behavior for the individual to imitate, providing a clear example of what is expected.

      • used in collaboration with verbal prompts

      • for learners with good imitation skills

      • two variations: video or video self modeling

      • Video Modeling: Involves showing a video of an individual performing the desired behavior, which the learner can then observe and replicate.

      • Video Self-Modeling: This technique uses footage of the learner themselves successfully completing the behavior, reinforcing their capability and promoting confidence.

    • verbal prompts: these involve using spoken instructions or cues to guide the individual towards the desired behavior, encouraging them to respond through verbal or non-verbal communication.

    • gestural prompts: these involve using hand signals, facial expressions, or other non-verbal cues to indicate the desired behavior, helping the individual understand what is expected without the need for verbal communication.

      • not typically used in isolation

    • textual/graphic prompts: these involve providing written instructions, visual aids, or diagrams that clarify the expected behavior, allowing the individual to reference the material as a guide for their actions.

    • stimulus prompts: these involve introducing additional stimuli to enhance the likelihood of the desired response, such as using colored objects or specific sounds that draw attention to the target behavior.

  • use the least intrusive stimuli

  • Prompting hierarchy (intrustiveness)

    • physical assist

    • model

    • specific instruction

    • vague instruction

    • cue

Prompting Procedures

  • Least to Most prompting

    • begin with level of prompt determined by baseline assessment

    • if correct response is given to first prompt, provide reinforcement

      • after predetermined number of correct responses, decrease initial response

    • if incorrect response is given, increase prompt level, but do not deliver reinforcement

  • Most to Least Prompting

    • Begin with an errorless learning prompt

      • reinforce after correct responding

    • deliver for predetermined number of correct responses

    • decrease to slightly less intrusive prompt

      • if incorrect response occurs, increase to previous level prompt

      • decrease prompt again after predetermined number of correct responses

  • Error Correction with “No”

    • determine prompt level from baseline assessment

    • provide prompt after SD

      • if response is correct, reinforce

      • if response is not correct, say no, re-present SD with prompt

    • move on to next item

    • data is recorded as correct/error

    • prompt level changes are predetermined based on performance

  • Which method is best?

    • Most to least:

      • prompt dependent

      • making errors would impede learning

      • fading stimulus prompts

      • safety concerns are paramount

    • Least to most:

      • person has partial skills in place

      • intrusive prompts lead to problem behavior

      • behavioral persistence is an issue

      • teaching the person to self-correct or tolerate corrective behavior

    • Error correction with no

      • dichotomous right/wrong skills

      • person can learn from errors

      • teaching the person to self-correct or tolerate feedback

Prompt Fading

  • Prompt fading: gradually reducing prompting procedures

  • Fade within and between categories of prompts

  • Response Effort: the amount of ease or difficulty with which a person can complete a task. This influences the frequency with which the task will be performed

  • Prompt dependence: continued reliance on a prompt to initiate the performance of a mastered behavior

  • Purposes of prompt fading

    • learner independence

    • achieve stimulus control over the behavioral response

    • avoid prompt dependence

Stimulus Control Transfer

  • Stimulus control: behavioral response occurs in the presence of a particular stimulus, but not in its absence

  • Stimulus control transfer: systematic reduction of prompts and reinforcement to achieve the final goal of stimulus control

  • Methods of stimulus control transfer

    • prompt fading

    • prompt delay

    • stimulus fading

  • Prompt delay: a stimulus control transfer procedure in which the trainer inserts a pause between the discriminative stimulus and the supplemental prompt in order to give the learner time to respond without depending on the prompt

    • Constant delay

    • progressive delay

  • Stimulus fading: gradually decreasing the saliency of a stimulus prompt

    • salience: degree to which an object or characteristic is noticeable