Prompting

The response interval can be determined by identifying:

• the time that it takes a toddler to complete a similar skill.
• the time it takes the toddler to responds when he/she knows how to do the skill and add a couple of seconds.
• the time it takes a toddler with ASD to complete a similar skill.
• the time the toddler is allowed to begin and complete an activity or routine.

Typically a response interval is 3 to 5 seconds.

When identifying the controlling prompt, you might consider:

• The controlling prompt for graduated guidance is almost always physical.
• Try out different types of physical prompts (i.e. full to partial physical prompts).
• Use a different location for the physical prompt to determine what might be the most successful and what might be used when fading the more intensive prompt.

Any of the following are considerations when fading prompts:

• Reduce or fade prompts gradually, systematically, and as quickly as it is determined that the toddler is responding without the prompts (using data to make decisions).
• Increase the response interval or wait time gradually to determine if the toddler will respond independently.
• Decrease the intensity or the amount of pressure used when delivering the prompt.
• Provide less assistance by changing the location of the physical prompt.  
• Move to less intrusive prompts quickly and as soon as the toddler starts using the skill.  Less is better.
• Immediately remove the prompt when it is no longer needed.

Review considerations within the learning module.