Step 3 Monitoring Progress

what will i learn

To monitor the effectiveness of least-to most-prompting, it is important to gather data and evaluate what types of responses are being made by the toddler.

Step 3.1 Schedule and record data

Schedule and record data on each type of response. Select a schedule for collecting and reviewing data for on-going monitoring. A schedule for collecting and reviewing the data should specify how frequently you will monitor (e.g. at each home visit, during each routine or activity on a daily basis).

Decide whether to record each trial during the activity or routine or to only record the last trial in the activity or routine.

Record each type of response that occurs. A suggested response coding scheme is provided in the images below.

sample data collection table

Download the Sample Data Collection Sheet from the Module Resources section.

Step 3.1a Record data on four types of potential responses

Toddler responses to the prompts in using the target skills are not always successful. Therefore, the responses of the toddler can be thought of as correct (+) or incorrect (-), either with prompting or without prompting.

If the toddler completes the expected steps of washing hands without prompts, all responses would be coded as unprompted correct (+).

EI providers should track all of these responses because their occurrence provides valuable information about the toddler’s performance and progress. The data sheet should reflect each trial.

Review more about the four types of potential responses:

Unprompted correct responses

Correct response at the independent level of the hierarchy. This is the goal; thus, these responses should be reinforced and counted.

Prompted correct responses

Any correct response that occurs after any of the prompt levels of the hierarchy. These responses should be reinforced and counted.

Incorrect responses

These can be either unprompted errors - incorrect responses made at the independent level of the hierarchy (before any prompts are delivered), or prompted errors - incorrect responses made after any of the prompt levels of the hierarchy. For any incorrect response, you will be using a correction procedure.

No responses

Toddler does not make any response after the delivery of the last level in the hierarchy.

Step 3.2 Analyze the data

Analyze the data to determine if progress is being made.

Determine whether the unprompted and prompted correct responses total 100% of the toddler’s performance.

First, calculate the percentage of the unprompted correct, the percentage of the prompted correct, and the percentage of the incorrect responses. This should equal 100%.

Determine if the percentage of unprompted correct responses are increasing over time.

Next, review the data, based on your schedule of monitoring, to determine if the percentage of unprompted correct responses is increasing over time. If your target skill/behavior is a chained task, you will need to analyze each step of the chain.

Step 3.3 Use information from data

Use the data to modify, revise, or change the use of least-to-most prompting to enhance acquisition of the target skill or behavior.

Analysis of the data can help pinpoint problems in implementing the prompting procedure correctly or guide decisions about when the prompting procedure needs to be changed. Revisions or modifications to prompting might include:

changing the type of controlling prompt needed,
reducing the number of prompts within the hierarchy,
changing the cue or response interval, and
when to begin fading the prompts.

Based on the data and using the strategies on how to fade prompts that were discussed in the Step 1.11, remember to fade prompts in the hierarchy.

Common Problems and Solutions When Using Prompting

Problem	Solution
The toddler consistently makes errors at the final level in the hierarchy.	Select a new, more controlling prompt
The toddler consistently makes errors at an intermediate level.	increase the number of levels in the hierarchy by using an additional prompt select a new type of prompt assess if the task may be too difficult for the toddler
The toddler consistently waits for a prompt instead of attempting to respond at the independent level.	Differentially reinforce prompted and unprompted correct responses or eliminate reinforcement for prompted correct responses
The toddler consistently fails to respond at any level, including the final level.	Find a more powerful reinforcer.

EXAMPLE

The EI provider continues to monitor progress of the toddler asking for crackers. She reviews data collected over a period of one week.

The data in the chart reflects that the controlling prompt has shifted from physical to gestural, given that the toddler is responding correctly at that intermediate prompting level.

A decision would be made to reduce the number of levels in the prompt, now only 3 levels.

Practice Scenario: Monitoring Least-to-Most Prompting

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When you have finished reviewing,
return to the module and take the Knowledge Check.

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Knowledge Check

Question:

What are the types of responses that should be collected when monitoring progress?

Check your answer

Unprompted correct responses. Correct response at the independent level of the hierarchy. This is the goal; thus, these responses should be reinforced and counted.
Prompted correct responses. Any correct response that occurs after any of the prompt levels of the hierarchy. These responses should be reinforced and counted.
Unprompted errors. Incorrect responses made at the independent level of the hierarchy (before any prompts are delivered). These responses should also be counted.
Prompted errors. Incorrect responses made after any of the prompt levels of the hierarchy. Again, these responses should be counted.
No responses. Toddler does not make any response after the delivery of the last level in the hierarchy.

Question:

What can the data collected tell you about the effectiveness of the least-to-most prompting procedure?

Check your answer

The goal is to see that the percentage of unprompted correct responses is increasing over time. If not, then changes need to be made to the e prompting procedure. Depending on the data, changes could include: changing the cue or response interval, using a different controlling prompt, reducing the number of prompts within the hierarchy, and determining when to start fading the prompts.

Question:

What are some common mistakes that can occur when using least-to-most-prompting?

Check your answer

Using verbal prompts at each level of the hierarchy.
Using a full physical prompt when a less intensive prompt is appropriate.
Forgetting to use the response interval or not waiting for the toddler to make a response to the cue before prompting.
Delivering inappropriate prompts so that the prompts are not effective or understood by the toddler.
Not catching errors and inadvertently reinforcing incorrect responses.
Not responding to the learner immediately when responses are correct or uncorrect.
Not fading prompts effectively.