With this method, prompts are presented one after another providing a gradual increase in assistance as needed. For instance, the teacher provides a verbal prompt telling the student to hang up his coat. If the student does not respond within a specified time period such as five seconds, the teacher may provide a gesture prompt such as pointing to the coat and the coat hanger. If the student does not respond to the gesture prompt within five seconds, the teacher might provide a physical prompt such as guiding his hands to place the coat on the hanger.
Other types of prompting procedures that are effective for individuals with autism spectrum disorder include graduated guidance, most to least prompts, and time delay. All of these procedures require that the teacher presents or sequences prompts in a specific and systematic manner. The procedure to be used can vary based on the skill level of the student who is receiving instruction as well as the skill being taught. Some students with ASD may respond negatively to verbal instruction while doing very well if model prompts are provided.
Other students may withdraw or exhibit challenging behaviors if full physical assistance is attempted. Teachers need to evaluate this carefully so that they do not trigger challenging behaviors with the type of prompt or procedure being used.
Answer: The goal for all students, including those with ASD is that they become independent. Teachers may use prompts to teach new skills and to increase the student's independence. But if the student responds only when the prompt is presented instead of to a natural cue in the environment, there is a reason the student may become prompt dependent. Answer: The importance of fading prompts should be considered from the first day of instruction on any skill. The least to most prompting strategy is a natural way to gradually fade the teacher's assistance.
The student is provided an opportunity during every trial to perform the skill with the least amount of assistance prior to moving to a more intrusive level of prompting.
Here is an example of fading prompts while teaching a student to communicate using the picture of a desired item. The teacher places the picture of the item in front of the student, and the item is placed just out of his reach in front of a communication partner.
The teacher stands behind the student. The student is then reinforced by getting access to the desired item. The teacher sets up the trial again. The teacher continues fading by increasing the number of seconds waited for the student to respond correctly. Summary: The purpose of using prompts in the classroom is to assist students in making the correct response. The level of prompt that the student receives is contingent on their skill acquisition level.
It is important to remember to fade the prompts as the student becomes more independent. For more information Alberto, P. Applied Behavior Analysis for Teachers. This type or prompt involves the teacher putting the correct response closest to the learner. Always use the least amount of prompting necessary to get the job done. For example, If you feel that he knows a word but just needs a bit of help, use a phonemic prompt instead of a full verbal prompt.
For this same reason of avoiding prompt dependency use prompts that are the least intrusive whenever possible. A gestural prompt, for example, is much less intrusive than a physical prompt so if you feel that a gestural prompt will do the trick, use it. Resort to the more instrusive prompts only when absolutely necessary. Be sure to fade prompts as quickly as possible to try to reduce prompt-dependency.
For example, if you make a request for your learner to clap his hands and need to follow it up with a full physical prompt, the next time you ask him to clap his hands, go with a partial physical prompt.
The situation will vary from learner to learner in terms of just how quickly you can fade your prompts but just keep in mind the basic rule that your goal should always to be reduce and ultimately eliminate the need for prompts.
Answer: Each type of prompt can range from minimal to more intrusive. A verbal prompt can be indirect or direct providing verbal instructions on what the student is to do. An indirect verbal prompt provides a cue that something is expected of the student, but very little information is given such as: "What do you do next?
A verbal model can be partial or full. For example, when teaching a student to say, "I need the bathroom" you can model "I", "I need", or "I need the bathroom. Or, physical prompts also can be total assistance such as hand over hand assistance to complete a task. Answer: The type of prompt and the level of intensity should be determined by the instructional support needs of each student with ASD. Prompts selected should assist the student in successfully completing the skill being taught.
Some students may respond positively to one prompt versus another. In addition, some students with ASD may react negatively to a specific type of prompt. Some students with ASD, for instance, do not respond well to verbal prompts. As an example, Bob's teacher knows that he does not like to be touched lightly on the arm, as it causes him to pull away.
She knows that physical prompts are not effective in assisting him to learn a new skill, but he responds very well to model prompts. If she shows him something to do, he can imitate the response. So, Bob's "least to most prompts" instructional program includes the use of verbal, gesture, and model prompts.
Question: Does the teacher need a task analysis in order to teach a student with ASD a new skill using a least to most prompting strategy? Answer: The answer depends on the skill being taught. Some skills require the student only performs one discrete behavior. An example may be touching "yes" or "no" on a communication device when asked if they would like a drink of water. The teacher could use least to most prompts to teach this skill but not need a task analysis.
There really is only one step to the skill being taught. For example, the teacher might offer the cue, "Do you want a drink of water? Finally, if the student still does not respond, the teacher physically guides the student's hand to touch either 'yes' or 'no'. However, most activities require the student perform many steps to complete a task successfully. In this case, the teacher will need a task analysis of the steps in the skill. When using a task analysis to teach a skill, the teacher uses the least to most prompt sequence for each step until the skill is completed.
It also is important for the teacher to use the same task analysis each time the student receives instruction. Changing the way the task is completed from one trial to the next can prevent the student from learning the skill correctly.
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