Prompting Techniques in Teaching

Prompting Techniques in Teaching

Introduction to Prompting

  • Prompting is any action taken to help a student respond correctly to an instruction.

Types of Prompts

  • Modifying Placement of Teaching Materials:
    • Example: "Point to the one that barks," when teaching animal sounds.
  • Providing Verbal Instructions/Cues:
    • Example: Guiding a student by saying, "You have to walk close." or "Remember? You're too far."
  • Gestures:
    • Example: Pointing towards the correct block when asking, "Put the block next to the plate."
  • Demonstration/Modeling:
    • Performing the action yourself to show the student. Example: "That's putting the block next to the plate."
  • Manual Guidance:
    • Physically guiding the student through the action. Example: Manually guiding a student's hand.
  • Visual Aids:
    • Using aids like text or pictures.
      • Example: Showing text for "Months of the year." or pictures to aid in identifying objects or concepts.
  • Verbal Models:
    • Giving a verbal example of the desired response.
      • Example: When asking, "What does a photographer do?" providing the answer "Takes pictures."

Step 1: Choosing a Prompt

  • Identify the most effective prompt based on the skill being taught.
    • Manual guidance may be better than modeling for physical tasks, such as holding a fork.
  • Consider the student's individual needs and abilities.
    • Pictures might be more effective than text if the student cannot read.
  • Experiment with various prompts to find what works best for the student.
  • Example Scenario:
    • Teacher uses a recorded prompt, "What do you do with a cup? I drink."
    • If the student doesn't imitate, the prompt is ineffective.
    • Teacher switches to a verbal model: "What do you do with a cup? Say, I drink."
    • If the student responds correctly, the prompt is effective.
  • A prompt is effective if it leads to the correct response.
  • The prompt should consistently lead to the correct response.

Step 2: Using a Prompt

  • Ask the student to perform the task.
    • Example: "Point to the one that barks."
  • Start with the most assistance needed for the student to respond correctly.
    • Example: If the student needs physical help, start with manual guidance.
  • Gradually reduce assistance over several trials, this is called fading.

Fading Prompts

  • Manual Guidance Example:
    • Teacher guides the student at the wrist.
    • Then guides at the elbow.
    • Then at the upper arm.
    • Until the student can respond independently.
  • Verbal Model Example:
    • Provide a full verbal model for several trials.
      • "What do you do with the marker? Say, I draw."
    • Then wait to see if the student responds independently.
      • "What do you do with the marker?"
    • Then provide partial verbal prompts like the first sound.
      • "Now you say, dr…"
  • Provide better reinforcers (praise, rewards) for responses that require less prompting.
    • Example: Give more stickers or enthusiastic praise.

Correcting Errors & Adjusting Prompts

  • If the student makes an error, go back to a prompt that worked before and fade more slowly.
    • Example: If the student struggles with "What do you do with a cup?" return to the "Say, I drink" prompt.
  • Continue to fade prompts until the student can respond independently again.

Conclusion

  • Key steps in prompting:
    • Choose a prompt
    • Use a prompt with fading
    • Correct errors and adjust prompts to facilitate learning.
  • The next step in teaching is reinforcing the student.