Prompting and Prompt Fading

Prompting and prompt fading are essential skills used across various interventions.

Inadvertent prompts, such as partially saying the correct word, can unintentionally cue the learner.
These prompts should be avoided as they can lead to faulty stimulus control and prevent generalization of behavior to the natural environment.

Prompt Types: Specific prompts (e.g., point prompt, gesture prompt, hand-over-hand prompt) used to elicit a correct response.
Prompting Systems: Overarching guidelines or rules that dictate when to provide prompt types, when to fade them out, and which prompt types to use.
Prompting systems provide the framework for how to prompt and fade prompts, while prompt types are the specific actions used.

The goal of any prompting system is to maintain client success and minimize unnecessary errors.
Prompting systems aim to transfer stimulus control from the prompt to the descriptive stimulus (instruction).
They are crucial for:
- Skill acquisition.
- Skill maintenance.
- Generalization to new environments.
Prompting systems must be implemented with a high degree of fidelity to avoid faulty stimulus control.

Involves reducing the number of options available to the learner to increase the likelihood of a correct response.
Can be used reactively (after an incorrect response) or proactively (before the response).
Example: Reducing the number of items on a table from five to three to help a child identify a specific object.
P(correct) = \frac{1}{number \, of \, options}

Involve placing the correct response closer to the learner to increase the likelihood of a correct response.
Controversial due to concerns about faulty stimulus control.
Research suggests positional prompts can be effective when used within a prompting system.
- Evaluation positional prompts for teaching receptive identification to individuals with autism spectrum disorder
Example:
- Base Level: All target are right next to each other
- Second Level: Two targets at the base and one somewhat close
- Third Level: Putting the target as close to the child as possible
Study findings:
- Positional prompts can be used to effectively teach receptive identification.
- Participants were able to learn and maintain skills using positional prompts.

Involve highlighting specific aspects of the stimulus to cue the correct response.
Example: Highlighting certain areas in a drawing to guide the learner.

Involve providing some physical guidance to help the learner perform the correct behavior.
Touching the elbow to guide the learner's movement.

Involve physically guiding the learner through the entire behavior.
Important to use gentle movements and be aware that some learners may resist physical prompts.