What are some key reasons to use prompting?
Prompting provides a way to increase correct responses as a toddler is learning new skills. Since toddlers with ASD have difficulty learning by imitation, prompting is an effective way for toddlers to become successful. Frustration and other negative effects are minimized. Prompting is a foundational EBP and is often used as a core component of other EBPs, such as Visual Supports and Pivotal Response Training.
What are the three components of a prompting procedure?
Antecedent (i.e., target stimulus and cue/task direction that tells the toddler to use the target skill),
Behavior or target skill (i.e., toddler response), and
Consequence (i.e., feedback or reinforcement provided by the adults).
What are some different types of prompts?
• Verbal prompts • Gestural prompts • Model prompts (both full and partial) • Physical prompts (both full and partial) • Visual prompts
Name and describe two prompting procedures?
Least-to-most prompting or the system of least prompts uses a prompt hierarchy with at least three levels. The first level gives the toddler a chance to respond without prompts (independent level); the remaining levels are sequenced from the least amount of help to the most amount of help with the last level being the controlling prompt or the prompt that ensures that the toddler will perform the target skill correctly.
Graduated guidance uses just the controlling prompt, or the prompt that ensures the toddler will use the target skill correctly. Gradually the prompt is removed.